Executive functions (EF) are domain-general cognitive skills that predict foundational academic skills such as literacy and numeracy. However, less is known about the relation between EFs and science achievement. The nature of this relation might be explained by the theory of mutualism, which states that development is the result of complex and…

The study of executive function (EF) has become increasingly popular in multiple areas of research. A wealth of evidence has supported the value of EF in shaping notable outcomes across typical and atypical development; however, little evidence has supported the cognitive contributors to early EF development. The current study used data from a…

This longitudinal study examined the extent to which dimensions of infant negative temperament in the first year predicted IQ at age 3, and whether these associations depended on the quality of the infant-mother attachment relationship. In a sample of 63 infant-mother dyads, mothers completed Rothbart's (1981) IBQ when infants were 4 and 12…

The relation between Bayley Scale and Stanford-Binet measures in preschool and scholastic achievement at pre-adolescence is examined in the context of an early age intervention. The program sought to normalize the socio-cognitive development of disadvantaged 2-year-olds directly and through a training program for mothers. The follow-up includes a…