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Bouzaher MH, Wu S, Ramanathan D, Chi DH, Klaas P, Anne S. Intelligence quotient testing in children with hearing loss: A systematic review. Am J Otolaryngol 2024; 45:104219. [PMID: 38346371 DOI: 10.1016/j.amjoto.2024.104219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Revised: 12/27/2023] [Accepted: 01/01/2024] [Indexed: 05/07/2024]
Abstract
OBJECTIVE The objective of the current study is to perform a systematic review of the research literature to evaluate the impact of hearing loss on intelligence quotient (IQ) scores in pediatric patients. DATA SOURCES Ovid MEDLINE, EMBASE, CINAHL, and Cochrane Central Register of Controlled Trials (CENTRAL) databases were searched from their inception up to December 21st, 2021. REVIEW METHODS Studies evaluating neurocognitive testing and hearing loss in children aged 21 years old or younger who had not undergone auditory rehabilitation were included in the study. Two independent reviewers evaluated titles, abstracts, and full texts for all included studies. RESULTS The literature search yielded 3199 studies of which 431 studies underwent full-text screening. 21 studies were ultimately selected for inclusion and contained a total of 1716 pediatric patients assessed through 13 different validated tests of intelligence. Six studies included both hearing impaired (HI) and normal hearing (NH) patients, and IQ testing results. CONCLUSION The results of this large systematic review demonstrate that hearing impaired children may perform lower than their age-matched normal hearing peers on IQ testing across a battery of IQ testing modalities.
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Affiliation(s)
- Malek H Bouzaher
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, OH, USA
| | - Shannon Wu
- Cleveland Clinic Lerner College of Medicine, Cleveland, OH, USA
| | | | - David H Chi
- Department of Otolaryngology, University of Pittsburg Medical Center, Pittsburg, PA, USA
| | - Patricia Klaas
- Neurological Institute, Cleveland Clinic Foundation, Cleveland, OH, USA
| | - Samantha Anne
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, OH, USA.
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2
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Kato SK, Machado FA, Paganella MP, Gurgel LG, Kaiser V, Diaz GB, Serafini AJ, Filho NH, Reppold CT. A psychometric study of an executive function assessment instrument (TDI-FE). BMC Psychol 2023; 11:336. [PMID: 37838747 PMCID: PMC10576888 DOI: 10.1186/s40359-023-01373-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 10/03/2023] [Indexed: 10/16/2023] Open
Abstract
BACKGROUND This study aims to present and discuss the psychometric properties of executive functions, which were measured using the TDI-FE instrument. The analysis encompasses its internal structure, potential sensitivity to fatigue factors, relationships with external criteria, and diagnostic accuracy. METHODS The study sample comprised 382 students from Brazil, aged 6-8 years. Child development variables were screened using the TDI-FE and gold standard tests (Cancellation Attention and Trail Making Tests). The proposed scale comprised four activities: a test with fruit images with three tasks, and one memory game. RESULTS The one-factor model of EF of the TDI-FE failed to fit to the data. However, fit substantially improved once a latent fatigue factor was controlled in the model. The latent factor of EF assessed by the TDI-FE tasks was coherently associated with a series of external variables, including two popular collateral measures of EF. The diagnostic accuracy was reasonable, and a cut-off of 37 points produced 70% of sensitivity and 60% of specificity. CONCLUSION Results indicated that the TDI-FE demonstrated sound psychometric properties and diagnostic accuracy, then consisting of an efficient alternative for the assessment of EFs in early childhood education. The study also proved the need to control for response biases such as fatigue in the latent variable models of EF. The TDI-FE is notable because of its low cost and easy application, and it might fulfill a need for instruments for individuals from different contexts at this stage of development in Brazil.
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Affiliation(s)
- Sérgio Kakuta Kato
- Psychological Assessment Laboratory, Community Health Department, Graduate Program in Rehabilitation Sciences), Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Brazil.
- PUCRS. School of Technology, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil.
- Life Sciences Knowledge Area, Institute for Health Researches, University of Caxias do Sul (UCS), Caxias do Sul, Brazil.
| | - Flávia Amaral Machado
- Psychological Assessment Laboratory, Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Brazil
| | - Machline Paim Paganella
- Life Sciences Knowledge Area, Institute for Health Researches, University of Caxias do Sul (UCS), Caxias do Sul, Brazil
| | - Leia Gonçalves Gurgel
- Psychological Assessment Laboratory, Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Brazil
| | - Vanessa Kaiser
- Psychological Assessment Laboratory, Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Brazil
| | - Gabriela Bertoletti Diaz
- Psychological Assessment Laboratory, Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Brazil
| | - Adriana Jung Serafini
- Psychological Assessment Laboratory, Department of Psychology, Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Brazil
| | - Nelson Hauck Filho
- Graduate School of Psychology, Universidade São Francisco, Campinas, Brazil
| | - Caroline Tozzi Reppold
- Psychological Assessment Laboratory, Department of Psychology, Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Brazil
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Grüneisen L, Dörrenbächer-Ulrich L, Perels F. Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence. Acta Psychol (Amst) 2023; 240:104053. [PMID: 37844516 DOI: 10.1016/j.actpsy.2023.104053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Revised: 09/21/2023] [Accepted: 10/10/2023] [Indexed: 10/18/2023] Open
Abstract
Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predictors cool EF, which are important in emotionally neutral situations. However, since (pre)school-based learning is also associated with motivational incentives (e.g., praise from teachers and educators), this study aimed to test the validity of the above-mentioned mediation model using as predictors hot EF, which are important in emotional-motivational contexts. To this end, the constructs included in the model were cross-sectionally examined using performance measures and parent ratings in a sample of n = 77 German preschoolers (Mage = 71.61 months, SD = 4.13; 51.9 % girls). Results show that SRL mediates the relationship between hot EF and academic competence. Methodological limitations of the present study and implications for research and practice are discussed.
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Affiliation(s)
- Lena Grüneisen
- Department of Educational Sciences, Saarland University, Saarbrücken, Germany.
| | | | - Franziska Perels
- Department of Educational Sciences, Saarland University, Saarbrücken, Germany
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Kabha L, Berger A. When kindergarteners are tempted to deceive: A study of factors predicting lie-telling for personal gain. J Exp Child Psychol 2023; 233:105697. [PMID: 37224705 DOI: 10.1016/j.jecp.2023.105697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 04/16/2023] [Accepted: 04/17/2023] [Indexed: 05/26/2023]
Abstract
The current study examined the relations between children's cognitive and emotion abilities with their likelihood to tell a lie for personal gain in a tempting situation. These relations were examined using behavioral tasks and questionnaires. A total of 202 Israel Arab Muslim kindergarten children participated in this study. Our results showed that behavioral self-regulation was positively associated with children's likelihood to tell a lie for personal gain. Children with higher behavioral self-regulation actually tended to lie more for their own gain, suggesting that the likelihood to tell a lie might be related to children's ability to mobilize and integrate their cognitive abilities to self-regulate their behavior. In addition, through exploratory analysis, we found a positive relation between theory of mind and children's likelihood to tell a lie, which was moderated by inhibition. Specifically, only among children with low inhibition was there a positive correlation between their theory of mind and the likelihood to lie. Moreover, age and gender were related to children's lie-telling; older children tended more to lie for their own gain, and this likelihood was higher for boys than for girls.
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Affiliation(s)
- Lena Kabha
- Department of Psychology, Ben-Gurion University of the Negev, Beer Sheva, Israel; Department of Education, Al-Qasemi Academic College, Baqa-El-Gharbia, Israel.
| | - Andrea Berger
- Department of Psychology, Ben-Gurion University of the Negev, Beer Sheva, Israel; School of Brain Sciences and Cognition, Ben-Gurion University of the Negev, Beer Sheva, Israel
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Marks LC, Hund AM, Finan LJ, Kannass KN, Hesson-McInnis MS. Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher-child closeness. J Exp Child Psychol 2023; 227:105585. [PMID: 36423440 DOI: 10.1016/j.jecp.2022.105585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 10/19/2022] [Accepted: 10/24/2022] [Indexed: 11/23/2022]
Abstract
One goal of this study was to test the role of emotion knowledge and teacher-child closeness and conflict in predicting academic readiness for kindergarten over and above demographic factors and executive functioning skills (especially inhibitory control) known to predict readiness. Another goal was to test teacher-child closeness as a moderator of the association between emotion knowledge or executive functioning and academic readiness. A total of 141 4- and 5-year-old children completed emotion knowledge, academic readiness, and inhibitory control measures. Preschool teachers reported their perceived relationship closeness and conflict with individual students. Accounting for child age in months, family income, and inhibitory control, emotion knowledge and teacher-child closeness were positively associated with academic readiness. Teacher-child closeness moderated the relationship between emotion knowledge and academic readiness, suggesting that teacher-child closeness may be especially important in promoting academic readiness for preschool students with low emotion knowledge.
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Shi P, Feng X. Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives. Front Psychol 2022; 13:1017825. [PMID: 36478944 PMCID: PMC9721199 DOI: 10.3389/fpsyg.2022.1017825] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Accepted: 10/26/2022] [Indexed: 08/27/2023] Open
Abstract
OBJECTIVE There is a strong interaction between motor skills and cognitive benefits for children and young people. The aim of this paper is to explore the relationship between motor skill types and their development and the cognitive benefits of children and adolescents. In turn, on this basis, it proposes pathways and mechanisms by which motor skills improve cognition, and provide a basis for subsequent teaching of skills that follow the laws of brain cognitive development. METHODS This paper summarizes the research on the relationship between different types of motor skills and their development and cognitive benefits of children and adolescents. Based on these relationships, pathways, and mechanisms for motor skills to improve cognition are tentatively proposed. RESULTS There is an overall pattern of "open > closed, strategy > interception, sequence > continuous" between motor skill types and the cognitive benefits of children and adolescents. Long-term motor skill learning practice is accompanied by increased cognitive benefits as skill proficiency increases. The dynamic interaction between motor skills and physical activity exposes children and adolescents to environmental stimuli and interpersonal interactions of varying complexity, promoting the development of agility, coordination and cardiorespiratory fitness, enhancing their motor experience, which in turn improves brain structure and functional activity. CONCLUSION Motor skills training promote cognitive efficiency in children and adolescents. Motor skill interventions that are open-ended, strategic and sequential in nature are more effective. Environmental stimuli, interpersonal interaction, agility, coordination, and cardiorespiratory fitness can be considered as skill attribute moderators of motor skills to improve cognition.
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Affiliation(s)
- Peng Shi
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Xiaosu Feng
- Physical Education College, Liaoning Normal University, Dalian, China
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Li L, Valiente C, Eisenberg N, Spinrad TL, Johns SK, Berger RH, Thompson MS, Southworth J, Pina AA, Hernández MM, Gal-Szabo DE. Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement. J Sch Psychol 2022; 94:15-27. [PMID: 36064213 PMCID: PMC9484542 DOI: 10.1016/j.jsp.2022.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 03/02/2022] [Accepted: 08/01/2022] [Indexed: 10/15/2022]
Abstract
This study investigated developmental trajectories of observationally coded engagement across the early elementary years and whether these trajectories were associated with children's academic achievement. Furthermore, we evaluated if these relations varied as a function of children's family socio-economic status and early reading and math skills. Data were collected from 301 children who were studied from kindergarten (Mage = 65.74 months; 49% boys) to 2nd grade. Children's behavioral engagement was observed in kindergarten, 1st, and 2nd grade. Reading and math skills were assessed via standardized tests in kindergarten and 2nd grade. Growth mixture models identified two classes of behavioral engagement: most children (87.0%) displayed relatively high behavioral engagement in the fall of kindergarten and decreased significantly across time (referred to below as high-decreasing class), and other children (13.0%) exhibited moderate behavioral engagement in the fall of kindergarten that was stable across time (referred to below as moderate-stable class). After controlling for academic skills in kindergarten and demographic variables (i.e., child age, sex, ethnicity, and family socio-economic status), children in the high-decreasing class displayed higher reading skills, but not math skills, than children in the moderate-stable class. Additional analyses revealed that differences in reading skills between the two classes were present only for children from low socio-economic status families or for children low in kindergarten reading skills. The findings suggest that economically or academically at-risk students might benefit more than their peers from high behavioral engagement.
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Affiliation(s)
- Longfeng Li
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA.
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, Tempe, USA
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Sarah K Johns
- Department of Psychology, Arizona State University, Tempe, USA
| | - Rebecca H Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA; Education and Child Development, NORC at the University of Chicago, USA
| | - Marilyn S Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Armando A Pina
- Department of Psychology, Arizona State University, Tempe, USA
| | | | - Diana E Gal-Szabo
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
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Yang M, Qu C, Guo H, Guo X, Tian K, Wang G. Machiavellianism and learning-related subjective well-being among Chinese senior high school students: A moderated mediation model. Front Psychol 2022; 13:915235. [PMID: 36248461 PMCID: PMC9558827 DOI: 10.3389/fpsyg.2022.915235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 08/25/2022] [Indexed: 12/03/2022] Open
Abstract
Based on the life history theory and broadening construction theory, the study aimed to investigate the influence of Machiavellianism on the learning-related subjective well-being and the underlying mechanism, 582 Chinese senior high school students (16.8 ± 0.9 years old) including 289 girls (48.3%) and 310 boys were recruited to participate in this study, and they anonymously filled out questionnaires regarding Machiavellianism, learning-related subjective well-being, gratitude, and subjective family economic level. The results showed that: (1) a higher level of Machiavellianism was associated with a lower level of learning-related subjective well-being; (2) gratitude partially mediated the relationship between Machiavellianism and learning-related subjective well-being; (3) subjective family economic level moderated the links between Machiavellianism and learning-related subjective well-being, and between gratitude and learning-related subjective well-being. This study explained how and when Machiavellianism affected Chinese senior high school students’ learning-related subjective well-being and provided a deeper understanding of the relationship between Machiavellianism and learning-related subjective well-being.
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Affiliation(s)
- Minqi Yang
- School of Education, Zhengzhou University, Zhengzhou, China
| | - Chunyu Qu
- School of Education, Zhengzhou University, Zhengzhou, China
| | - Hanxiao Guo
- School of Education, Zhengzhou University, Zhengzhou, China
| | - Xicheng Guo
- School of Education, Zhengzhou University, Zhengzhou, China
| | - Kexin Tian
- School of Education, Zhengzhou University, Zhengzhou, China
| | - Guofang Wang
- School of Sociology, China University of Political Science and Law, Beijing, China
- *Correspondence: Guofang Wang,
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Gayaldo S, Gladfelter A. Prevalence Versus Evidence: A Closer Look at the Research Available for Serving Children Exposed to Maltreatment and a Response to Hyter's Call for Trauma-Informed Care. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2283-2288. [PMID: 36001817 DOI: 10.1044/2022_ajslp-21-00380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE In an October 2021 post of The ASHA LeaderLive, Dr. Yvette Hyter emphasized the need for trauma-informed services for children exposed to maltreatment in the wake of the COVID-19 pandemic. Inspired by her call, we discuss how the pandemic created a high-risk context for maltreatment, the speech-language pathologists' (SLPs') role in prevention and intervention, reflect on the gap in evidence for maltreatment within empirical journals aimed at the speech-language pathology audience, and reiterate Hyter's call for trauma-informed care as a guide for clinicians serving children exposed to maltreatment. METHOD We searched for empirical evidence within journals aimed at SLPs focused on maltreatment to get an estimate of the available research. For comparison, we consulted the same journals for the number of publications covering other risk factors or conditions with similar impacts on communication skills but with lower prevalence rates. RESULTS Compared to other risk factors or conditions with lower prevalence rates, the disparity between the evidence aimed at SLPs and the prevalence of childhood maltreatment was difficult to ignore. CONCLUSION Given the current circumstances, we encourage clinicians to seek information about the communicative effects of exposure to maltreatment beyond journals aimed specifically at speech-language pathologists, stress the need for trauma-informed care instruction during graduate schooling, increase awareness of our role in preventative care, and call for more research on intervention services tailored specifically for children exposed to maltreatment.
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Affiliation(s)
- Savanah Gayaldo
- School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb
| | - Allison Gladfelter
- School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb
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Bachman HJ, Miller P, Elliott L, Duong S, Libertus M, Votruba-Drzal E. Associations among socioeconomic status and preschool-aged children's, number skills, and spatial skills: The role of executive function. J Exp Child Psychol 2022; 221:105453. [PMID: 35605526 PMCID: PMC10248184 DOI: 10.1016/j.jecp.2022.105453] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Revised: 02/24/2022] [Accepted: 04/17/2022] [Indexed: 01/29/2023]
Abstract
Extensive literature has documented socioeconomic status (SES) disparities in young children's standardized math achievement, which primarily reflect differences in basic number and arithmetic skills. In addition, growing evidence indicates that direct assessments of executive function (EF) both predict standardized math achievement and mediate SES differences in standardized math tests. However, early spatial skills and children's approximate number system (ANS) acuity, critical components of later math competence, have been largely absent in this past research. The current study examined SES associations with multiple direct assessments of early ANS, cardinality, and spatial skills, as well as standardized math achievement, in a socioeconomically diverse sample of 4-year-old children (N = 149). Structural equation modeling revealed SES effect sizes of .21 for geometric sensitivity skills, .23 for ANS acuity, .39 for cardinality skills, and .28 for standardized math achievement. Furthermore, relations between SES and children's spatial skills, ANS acuity, cardinality, and standardized math skills were mediated by a composite measure of children's EF skills. Implications of pervasive SES disparities across multiple domains of early math development, as well as the mitigating role of EF, are discussed.
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Affiliation(s)
- Heather J Bachman
- Department of Health and Human Development, University of Pittsburgh, Pittsburgh, PA 15260, USA; Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA.
| | - Portia Miller
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Leanne Elliott
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Shirley Duong
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Melissa Libertus
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
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Huang R, Baker ER, Battista C, Liu Q. Executive Function and Theory of Mind in Children Living in Poverty: A Short-term Longitudinal Study. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2110873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Affiliation(s)
- Rong Huang
- University at Albany, State University of New York, New York, New York, United States
| | - Erin Ruth Baker
- University at Albany, State University of New York, New York, New York, United States
| | - Carmela Battista
- University at Albany, State University of New York, New York, New York, United States
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Finders JK, Duncan RJ, Korucu I, Bryant LB, Purpura DJ, Schmitt SA. Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes. Front Psychol 2021; 12:721282. [PMID: 34777099 PMCID: PMC8581489 DOI: 10.3389/fpsyg.2021.721282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Accepted: 10/06/2021] [Indexed: 12/01/2022] Open
Abstract
In the present study, we examined the extent to which teacher-rated self-regulation and directly assessed executive function skills were independently, additively, or synergistically related to academic achievement during the transition to kindergarten. The sample included 126 children (42% female; Mage = 4.73 years) from families with low incomes who participated in a larger evaluation of state-funded preschool. Regression models with children nested in their respective preschool classrooms investigated main effects and moderated effects of teacher-rated self-regulation skills manifested in preschool classroom behaviors and cognitive executive function skills assessed through direct assessments on math, literacy, and vocabulary in the spring of preschool and in the fall of kindergarten. Results revealed independent but not additive relations between executive function and math in the spring of preschool and self-regulation and literacy in the fall of kindergarten. One significant interaction emerged providing evidence for synergistic relations between teacher-rated self-regulation and directly assessed executive function for literacy at both timepoints across the transition to kindergarten. Implications for policy and practice are discussed.
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Affiliation(s)
- Jennifer K Finders
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Robert J Duncan
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Irem Korucu
- Child Study Center, Yale University, New Haven, CT, United States
| | - Lindsey B Bryant
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - David J Purpura
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Sara A Schmitt
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
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Wang S, Hu BY, LoCasale-Crouch J, Li J. Supportive parenting and social and behavioral development: Does classroom emotional support moderate? JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101331] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Distefano R, Grenell A, Palmer AR, Houlihan K, Masten AS, Carlson SM. Self-regulation as promotive for academic achievement in young children across risk contexts. COGNITIVE DEVELOPMENT 2021; 58. [DOI: 10.1016/j.cogdev.2021.101050] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Post-migration risks, developmental processes, and learning among Syrian refugee children in Lebanon. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101142] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. J Exp Child Psychol 2020; 194:104734. [DOI: 10.1016/j.jecp.2019.104734] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Revised: 10/18/2019] [Accepted: 10/18/2019] [Indexed: 11/21/2022]
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Litkowski EC, Finders JK, Borriello GA, Purpura DJ, Schmitt SA. Patterns of heterogeneity in kindergarten children's executive function: Profile associations with third grade achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101846] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Bausela-Herreras E. BRIEF-P: analysis of executive functions according to informant / BRIEF-P: análisis de las funciones ejecutivas en función del informante. STUDIES IN PSYCHOLOGY 2018. [DOI: 10.1080/02109395.2018.1507096] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
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Caughy MO, Mills B, Brinkley D, Owen MT. Behavioral Self-Regulation, Early Academic Achievement, and the Effectiveness of Urban Schools for Low-Income Ethnic Minority Children. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2018; 61:372-385. [PMID: 29603751 PMCID: PMC6023777 DOI: 10.1002/ajcp.12242] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The independent and joint associations between child behavioral self-regulation ability and school effectiveness in relation to academic achievement were examined in a sample of low-income African American (n = 132) and Latino (n = 198) children attending kindergarten and first grade across a large metropolitan area. Child behavioral self-regulation and school effectiveness were positively associated with both reading and mathematics performance. School effectiveness moderated the effect of behavioral self-regulation on reading but not math achievement. Lower child behavioral self-regulation during early elementary school was associated with lower reading achievement the following year but only among children attending less effective schools. Behavioral self-regulation was not related to reading achievement among children attending more effective schools. Implications of these findings for policies addressing disparities in early academic achievement are discussed.
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