Heterogeneity in the Development of Executive Function: Evidence from Nationally Representative Data

Reid, Jeanne L.; Ready, Douglas D.

doi:10.1080/10409289.2020.1866949

Cited by 4 publications

(2 citation statements)

References 131 publications

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“…Students' race/ethnicity was sometimes associated with their performance on the standardized exams. Consistent patterns here are difficult to detect but our findings seem to support results by Reid and Ready (2022) who report on the heterogeneity of EFs' development. More specifically, they stated that low-SES and Hispanic dual-language-learning children with immigrant parents entered kindergarten with the lowest average EFs skills but then made remarkable EFs gains.…”

Section: Race/ethnicitysupporting

confidence: 70%

Executive Functioning and Adolescents’ Academic Performance on Standardized Exams

Samuels,

Tournaki,

Sacks

et al. 2023

JEDP

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Executive functions (EFs) help regulate and direct thoughts, behaviors, and emotions. They also play vital roles in many areas of life. However, few studies address the role EFs play in adolescents’ lives, including their academic performance. We investigated the effects of EFs on standardized exams in mathematics, reading, and English language arts. The main findings were that: 1) adolescents’ EFs—especially when measured by their current teachers—predict performance on standardized academic assessments throughout the middle and high school grades; 2) this effect existed among a rather diverse sample of students both with and without diagnosed disabilities; 3) the predictiveness of EFs tended to increase across these grades when measured by the teachers, but not those gauged by the students themselves; and 4) EFs were somewhat more strongly associated with performance on standardized reading and English language arts exams than on math exams. In addition, students who identified as female tended to show stronger EFs; race/ethnicity showed some significance, but not in easily interpreted ways; and age was reliably associated with performance on these standardized exams such that older students tended to do better even though the exam scores were standardized by grade level. The results illustrate the contributions of EFs to standardized assessments for students with and without diagnosed disabilities.

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Section: Race/ethnicitysupporting

confidence: 70%

Executive Functioning and Adolescents’ Academic Performance on Standardized Exams

Samuels,

Tournaki,

Sacks

et al. 2023

JEDP

View full text Add to dashboard Cite

show abstract

“…The first goal of the current study was to identify latent subgroups of children characterized by different trajectories of development in cognitive flexibility during the critical period of EF differentiation, throughout kindergarten and first grade, using data collected from four occasions in the fall and spring of kindergarten and first grade. Given evidence from previous research (Reid & Ready, 2022; Zhou et al, 2007), we hypothesized that at least two latent profiles will be identified based on children’s development of cognitive flexibility: early normative developers and delayed developers (Hypothesis 1). The second goal was to examine differences across identified profiles in the prediction of internalizing and externalizing behaviors in the second grade.…”

Section: Unity and Diversity Of Executive Functionsmentioning

confidence: 99%