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Direct linkHooper, Stephen R.; Costa, Lara-Jeane C.; Green, Melissa B.; Catlett, Stephanie R.; Barker, Alexandra; Fernandez, Edmund P.; Faldowski, Richard A. – Grantee Submission, 2019
The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start…
Descriptors: Early Intervention, Executive Function, Emergent Literacy, Preschool Children
Kalashnikova, Marina; Burnham, Denis; Goswami, Usha – Scientific Studies of Reading, 2021
Visual-verbal-paired associate learning (PAL) is strongly related to reading acquisition, possibly indexing a distinct cross-modal mechanism for learning letter-sound associations. We measured linguistic abilities (nonword repetition, vocabulary size) longitudinally at 3.5 and 4.0 years, and visual-verbal PAL and letter knowledge at 4.0 and…
Descriptors: Phoneme Grapheme Correspondence, Paired Associate Learning, Teaching Methods, Reading Instruction
Paz-Baruch, Nurit; Leikin, M.; Leikin, R. – Gifted and Talented International, 2022
Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based…
Descriptors: Gifted, Mathematical Aptitude, Expertise, Factor Analysis
Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; Dickson, Brandon A. – Early Child Development and Care, 2021
An enduring challenge in visual-spatial research has been to identify the factors contributing to individual differences in ability. This research investigated the overall, verbal, and nonverbal visual-spatial ability of 61 (34 boys) three- to five-year-olds (M[subscript age] = 57.3 months; SD = 7.9) and the following factors known to be related…
Descriptors: Individual Differences, Spatial Ability, Visual Perception, Preschool Children
Stephens, Rebecca L.; Langworthy, Benjamin; Short, Sarah J.; Goldman, Barbara D.; Girault, Jessica B.; Fine, Jason P.; Reznick, J. Steven; Gilmore, John H. – Journal of Cognition and Development, 2018
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…
Descriptors: Verbal Communication, Nonverbal Communication, Predictor Variables, Executive Function
Kotsopoulos, Donna; Zambrzycka, Joanna; Makosz, Samantha – Mathematical Thinking and Learning: An International Journal, 2017
The purpose of the present study was to determine whether there are visual-spatial gender differences in two-year-olds, to investigate the environmental and cognitive factors that contribute to two-year-olds' visual-spatial skills, and to explore whether these factors differ for boys and girls. Children (N = 63; M[subscript age] = 28.17 months)…
Descriptors: Gender Differences, Toddlers, Spatial Ability, Visual Acuity
LeMonda, Brittany C.; Holtzer, Roee; Goldman, Sylvie – Research in Autism Spectrum Disorders, 2012
This study reports on the relationship between motor stereotypies and impairments in executive functions (EF) in children with Autistic Disorder (AD) and in children with Developmental Language Disorders (DLD). We hypothesized that low EF performance would predict higher frequency and longer durations of stereotypies in the AD group only.…
Descriptors: Autism, Language Impairments, Correlation, Cognitive Ability
Portes P. R.; Dunham, R. M. – 1984
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…
Descriptors: Academic Achievement, Child Development, Correlation, Intelligence Quotient
