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An Ecological Systems Perspective on Individual Differences in Children's Performance on Measures of Executive Function
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Holochwost, Steven J.; Winebrake, Deaven; Brown, Eleanor D.; Happaney, Keith R.; Wagner, Nicholas J.; Mills-Koonce, W. Roger – Journal of Cognition and Development, 2023
The predictive validity of performance on cognitive-behavioral measures of executive function (EF) suggests that these measures index children's underlying capacity for self-regulation. In this paper, we apply ecological systems theory to critically evaluate this assertion. We argue that as typically administered, standard measures of EF do not…
Descriptors: Executive Function, Individual Differences, Measures (Individuals), Predictive Validity
Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children
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Dickinson, David K.; Collins, Molly F.; Nesbitt, Kimberly; Toub, Tamara Spiewak; Hassinger-Das, Brenna; Hadley, Elizabeth Burke; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Journal of Cognition and Development, 2019
There is a need for empirically based educational practices shown to support learning, yet validation tends to require a high degree of experimental control that can limit ecological validity and translation to classrooms. We describe our iterative intervention design to support preschoolers' vocabulary through book reading coupled with playful…
Descriptors: Preschool Children, Intervention, Low Income Students, Vocabulary Development
Evidence-Based Practices in a Social Project: Promotion of Executive Functions in Children from Northeastern Brazil
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Brito, Gabriel; Leon, Camila; Ribeiro, Camila; Trevisan, Bruna; Dias, Natália; Seabra, Alessandra – Journal of Cognition and Development, 2022
Evidence points to the possibility of promoting executive functions (EF) through school interventions. Little is known, however, about the effectiveness of this type of intervention in situations of social vulnerability. This study investigated the effectiveness of an EF intervention program applied with a sample of preschool children, in a…
Descriptors: Evidence Based Practice, Executive Function, Preschool Children, Foreign Countries
Semantic Elaboration through Integration: Hints Both Facilitate and Inform the Process
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Bauer, Patricia J.; Varga, Nicole L.; King, Jessica E.; Nolen, Ayla M.; White, Elizabeth A. – Journal of Cognition and Development, 2015
Semantic knowledge can be extended in a variety of ways, including self-generation of new facts through integration of separate yet related episodes. We sought to promote integration and self-generation by providing "hints" to help 6-year-olds (Experiment 1) and 4-year-olds (Experiment 2) see the relevance of separate episodes to one…
Descriptors: Semantics, Children, Young Children, Control Groups
Bidirectional Collaborations in an Intervention Randomized Controlled Trial Performed in the Swedish Early Childhood Education Context
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Frankenberg, Sofia J.; Taguchi, Hillevi Lenz; Gerholm, Tove; Bodén, Linnea; Kallioinen, Petter; Kjällander, Susanne; Palmer, Anna; Tonér, Signe – Journal of Cognition and Development, 2019
Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of…
Descriptors: Cooperation, Intervention, Randomized Controlled Trials, Foreign Countries
The Role of Language Games in Children's Understanding of Mental States: A Training Study
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Ornaghi, Veronica; Brockmeier, Jens; Grazzani Gavazzi, Ilaria – Journal of Cognition and Development, 2011
In this study the authors investigated whether training preschool children in the use of mental state lexicon plays a significant role in bringing about advanced conceptual understanding of mental terms and improved performance on theory-of-mind tasks. A total of 70 participants belonging to two age groups (3 and 4 years old) were randomly…
Descriptors: Theory of Mind, Experimental Groups, Control Groups, Language Role