During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and…

Previous studies that examined the associations among bullying experiences, psychological disturbances, and executive functions showed mixed results. They focused on certain subcomponents of the three sets of variables and did not reflect the comprehensive relationship. The present study explored these associations through regularized generalized…

Learning in a multimedia environment puts many demands on a learner's limited working memory, but this can become even more demanding as the level of distraction increases in a lesson. What has not been investigated much in previous literature is whether higher levels of distraction in lessons are more harmful to some learners than others. This…

Executive functions are higher order mental processes individuals use during academic tasks (Diamond, 2013). Few studies examined executive functions in braille reading. Additionally, most studies located by the primary researcher were studies analyzing group differences between individuals with visual impairments and those who are sighted and…

The Hearts and Flowers (H&F) task is a computerized executive functioning (EF) assessment that has been used to measure EF from early childhood to adulthood. It provides data on accuracy and reaction time (RT) across three different task blocks (hearts, flowers, and mixed). However, there is a lack of consensus in the field on how to score the…

This study evaluated the appropriateness of scoring the Behavior Rating Inventory of Executive Function--Preschool (BRIEF-P) using age-equivalent scores generated from multiple measures of cognition and language among school-age children with Down syndrome (DS). Subscale T scores for 95 children with DS were contrasted using standard scoring on…

The authors examined task-based (i.e., executive function), surveyed (i.e., effortful control), and physiological (i.e., resting cardiac respiratory sinus arrhythmia [RSA]) measures of child and maternal regulation as distinct moderators of longitudinal bidirectional links between child externalizing (EXT) behaviors and harsh parenting (HP) from 6…

Fine motor skills (FMS) are among the most studied nonlinguistic factors influencing early literacy acquisition. Although developmental studies have often supported the presence of a relationship between FMS and emergent literacy, the underlying mechanisms have not always been adequately explored. In this study, we used structural equation…

This study examined the direct and indirect relationships between playfulness (social and cognitive spontaneity), executive functions, convergent thinking, divergent thinking, and academic skills in Hong Kong Chinese kindergarten children. Participants were 181 second-year (4 to 5 years) kindergarten children (45.9% boys) and their parents.…

In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms' mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy…

In this registered report, we evaluated how sleep is related to school functioning. Using data from the Future of Families and Child Wellbeing Study (N = 3002), we evaluated a series of structural equation models evaluating whether sleep at age 5 has a direct or indirect effect on academic achievement, executive function and classroom behaviour at…

Background and aims: Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and…

The transition plan for learners with learning disabilities is a critical aspect that involves various key components. This paper focuses on the importance of transition planning in facilitating the successful integration of such learners into a special class, highlighting the benefits of family, school, and community partnerships. The plan…

Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in…

If students haven't developed the brain-based skills to focus, catch and correct errors, identify cause-and-effect relationships, and more, they can't make sense of lessons. Executive function is the missing link to student achievement. But how can you develop this in the classroom? Bestselling author Nancy Sulla has the answers. She explains how…