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Direct linkvan Abswoude, Femke; Nuijen, Nienke B.; van der Kamp, John; Steenbergen, Bert – Research Quarterly for Exercise and Sport, 2018
Purpose: A large pool of evidence supports the beneficial effect of an external focus of attention on motor skill performance in adults. In children, this effect has been studied less and results are inconclusive. Importantly, individual differences are often not taken into account. We investigated the role of working memory, conscious motor…
Descriptors: Psychomotor Skills, Short Term Memory, Attention, Preferences
von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers – Early Education and Development, 2015
Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the…
Descriptors: Foreign Countries, Young Children, Kindergarten, Self Control
Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews – Developmental Psychology, 2017
The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…
Descriptors: Executive Function, Attention Control, Student Behavior, Preschool Children
Download full textCosta, Lara-Jeane; Green, Melissa; Sideris, John; Hooper, Stephen R. – Journal of Learning Disabilities, 2018
The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
Costa, Lara-Jeane; Green, Melissa; Sideris, John; Hooper, Stephen R. – Grantee Submission, 2018
The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
Geurts, Hilde M; de Wit, Sanne – Autism: The International Journal of Research and Practice, 2014
Repetitive behavior is a key characteristic of autism spectrum disorders. Our aim was to investigate the hypothesis that this abnormal behavioral repetition results from a tendency to over-rely on habits at the expense of flexible, goal-directed action. Twenty-four children with autism spectrum disorders and 24 age- and gender-matched controls…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Behavior Modification
von Suchodoletz, Antje; Uka, Fitim; Larsen, Ross A. A. A. – Early Education and Development, 2015
Research Findings: The importance of self-regulation for children's successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young…
Descriptors: Foreign Countries, Self Control, Context Effect, Factor Analysis
Becker, Derek R.; Miao, Alicia; Duncan, Robert; McClelland, Megan M. – Grantee Submission, 2014
The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of…
Descriptors: Self Control, Executive Function, Inhibition, Short Term Memory
Wiebe, Sandra A.; Fang, Hua; Johnson, Craig; James, Karen E.; Espy, Kimberly Andrews – Developmental Psychology, 2014
Our goal in the present study was to examine the effects of maternal smoking during pregnancy on infant self-regulation, exploring birth weight as a mediator and sex as a moderator of risk. A prospective sample of 218 infants was assessed at 6 months of age. Infants completed a battery of tasks assessing working memory/inhibition, attention, and…
Descriptors: Smoking, Mothers, Prenatal Influences, Pregnancy
Lipsey, Mark W.; Nesbitt, Kimberly Turner; Farran, Dale C.; Dong, Nianbo; Fuhs, Mary Wagner; Wilson, Sandra Jo – Peabody Research Institute, 2014
Identifying and understanding the foundational skills children need to participate effectively in formal schooling is an important objective for research in early childhood education. One component of school readiness is cognitive self-regulation (CSR). The question this study addresses is how to assess CSR with prekindergarten-aged children in a…
Descriptors: Predictive Validity, Academic Achievement, Preschool Children, Self Control
Sorensen, Lin; Plessen, Kerstin J.; Lundervold, Astri J. – Journal of Attention Disorders, 2012
Objective: The present study investigated the predictive value of parent/teacher reports of inattention and emotional problems on cognitive control function in 241 children in primary school. Method: Cognitive control was measured by functions of set-shifting and working memory as assessed by the Behavior Rating Inventory of Executive Function…
Descriptors: Measures (Individuals), Emotional Problems, Attention Deficit Hyperactivity Disorder, Short Term Memory
Halperin, Jeffrey M.; Marks, David J.; Bedard, Anne-Claude V.; Chacko, Anil; Curchack, Jocelyn T.; Yoon, Carol A.; Healey, Dione M. – Journal of Attention Disorders, 2013
Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance…
Descriptors: Attention Deficit Hyperactivity Disorder, Preschool Children, Executive Function, Teaching Methods
