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Parenting and Children's Executive Function Stability across the Transition to School
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Helm, Abigail F.; McCormick, Sarah A.; Deater-Deckard, Kirby; Smith, Cynthia L.; Calkins, Susan D.; Bell, Martha Ann – Infant and Child Development, 2020
When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behaviour to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the…
Descriptors: Parenting Styles, Executive Function, Mothers, Video Technology
Attentional Predictors of 5-Month-Olds' Performance on a Looking A-Not-B Task
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Marcovitch, Stuart; Clearfield, Melissa W.; Swingler, Margaret; Calkins, Susan D.; Bell, Martha Ann – Infant and Child Development, 2016
In the first year of life, the ability to search for hidden objects is an indicator of object permanence and, when multiple locations are involved, executive function (i.e. inhibition, cognitive flexibility and working memory). The current study was designed to examine attentional predictors of search in 5-month-old infants (as measured by the…
Descriptors: Infants, Attention Control, Puppetry, Performance
The Relationship between Children's Executive Functioning, Theory of Mind, and Verbal Skills with Their Own and Others' Behaviour in a Cooperative Context: Changes in Relations from Early to Middle School-Age
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Huyder, Vanessa; Nilsen, Elizabeth S.; Bacso, Sarah A. – Infant and Child Development, 2017
Learning to behave in socially competent ways is an essential component of children's development. This study examined the relations between children's social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school-age (5-8 years old) and middle…
Descriptors: Correlation, Executive Function, Theory of Mind, Child Development