Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Gardner-Neblett, Nicole; DeCoster, Jamie; Hamre, Bridget K.

doi:10.1016/j.appdev.2014.09.003

Cited by 23 publications

(16 citation statements)

References 89 publications

(116 reference statements)

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“…As a state‐created standardized test, the CSTs are designed to be highly related to the content taught within the classroom (or the classroom is designed to be related to the content of the test)—it seems logical that engaging in self‐regulation while learning this content would result in higher performance on such a test and might not result in higher performance on researcher‐selected and administered tests as in Brock et al () and Neuenschwander et al (). Our failure to find an indirect effect linking our association between Hearts & Flowers and ELA achievement is in line with the results of Garner‐Neblett and colleagues (). We cannot, however, offer the same justification as they do.…”

Section: Discussionsupporting

confidence: 92%

“…Additionally, these associations are likely to change as children age—the young age of the students in Brock et al () may have limited their opportunity to engage in regulatory behavior in the classroom or changed the nature of the associations between EF and academic performance (Best, Miller, & Jones, ; Gathercole et al, ). Two studies with older students may be more instructive: Gardner‐Neblett, DeCoster, and Hamre () used self‐reliance as their measure of SRL‐like skills. They found that self‐reliance mediated the association between early childhood attention and adolescent performance on a researcher‐administered standardized test for math but not language.…”

Section: The Link Between Executive Functions Srl and Self‐regulatomentioning

confidence: 99%

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Links between achievement, executive functions, and self‐regulated learning

Rutherford

Buschkuehl

Jaeggi

et al. 2018

Applied Cognitive Psychology

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Student self-regulated learning (SRL) is theorized to draw upon cognitive resources such as executive functions (EF) in support of planning, monitoring, and control processes in the service of academic goals. Prior work has demonstrated connections between direct measures of EF and reports of regulation behaviors, but this has not been frequently extended using an SRL framework to classroom behaviors and resulting school achievement. We find relations between inhibition and shifting elements of EF and teacher reports of SRL and links between both and student achievement on standardized tests and classroom grades in mathematics and language arts.We also find that links between EF and math achievement are partially mediated through SRL. Our results suggest that aspects of EF can support or may be a bottleneck for SRL and thus academic achievement, and as such, they have implications for cognitive and educational interventions.

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Section: Discussionsupporting

confidence: 92%

Section: The Link Between Executive Functions Srl and Self‐regulatomentioning

confidence: 99%

Links between achievement, executive functions, and self‐regulated learning

Rutherford

Buschkuehl

Jaeggi

et al. 2018

Applied Cognitive Psychology

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“…The CPT is typically conceptualized as an assessment of sustained attention (Gardner-Neblett et al, 2014). There were 16 types of figures ( , , , and $, colored red, yellow, blue, or green), each presented on the screen in the center of the computer screen for 200 ms one at a time.…”

Section: Sustained Attentionmentioning

confidence: 99%

Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics

Yang

Meng

2020

Front. Psychol.

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The main purpose of the present study was to investigate whether visual processing uniquely contributed to character reading and early mathematics in Chinese children. Eighty-two Chinese kindergarteners at K3 (mean age = 68 months, SD = 0.30) were followed up to grade one (mean age = 82 months, SD = 0.35) with an interval of 14 months. Nonverbal intelligence, inhibitory control, sustained attention, character reading, and mathematics were measured at kindergarten. Character reading and mathematics were assessed again at grade one. Results showed visual processing at kindergarten significantly predicted character reading at grade one after controlling for prior reading performance, inhibitory control, sustained attention, age, gender, and nonverbal IQ. Similarly, visual processing at kindergarten explained unique variance in early mathematics at grade one when prior mathematics performance and other covariates at kindergarten were controlled. These findings suggest that visual processing should serve as a domain-general precursor of children's performance in character reading and early mathematics and an important cognitive factor for later academic learning.

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“…Cognitive flexibility, language, and behavioral inhibitory control (IC), in particular, are strong predictors of early school success (Yeniad, Malda, Mesman, van IJzendoorn, Emmen, & Prevoo, 2014; Gardner-Neblett, DeCoster, & Hamre, 2014; Allan, Hume, Allan, Farrington, & Lonigan, 2014) and later social and emotional adjustment (Kooijmans, Scheres, & Oosterlaan, 2000; Menting, van Lier, & Koot, 2011). Despite the importance of these skills to later functioning, the mechanisms underlying their development have not been thoroughly investigated and are not well understood.…”

Section: Changes In Frontal Eeg Coherence Across Infancy Predict Cognmentioning

confidence: 99%

Changes in frontal EEG coherence across infancy predict cognitive abilities at age 3: The mediating role of attentional control.

Whedon¹,

Perry²,

Calkins³

et al. 2016

Developmental Psychology

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Theoretical perspectives of cognitive development have maintained that functional integration of the prefrontal cortex across infancy underlies the emergence of attentional control and higher cognitive abilities in early childhood. To investigate these proposed relations, we tested whether functional integration of prefrontal regions across the second half of the first year predicted observed cognitive performance in early childhood indirectly through observed attentional control one year prior (N=300). Results indicated that greater change in left—but not right—frontal EEG coherence between 5- and 10-months was positively associated with attentional control, cognitive flexibility, receptive language, and behavioral inhibitory control. Specifically, a larger increase in coherence between left frontal regions was positively associated with accuracy on a visual search task at age 2; and visual search accuracy was positively associated with receptive vocabulary, performance on a set-shifting task (DCCS), and delay of gratification at age 3. Finally, the indirect effects from the change in left frontal EEG coherence to 3-year cognitive flexibility, receptive language, and behavioral inhibitory control were significant, suggesting that internally controlled attention is a mechanism through which early neural maturation influences children’s cognitive development.

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Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Cited by 23 publications

References 89 publications

Links between achievement, executive functions, and self‐regulated learning

Links between achievement, executive functions, and self‐regulated learning

Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics

Changes in frontal EEG coherence across infancy predict cognitive abilities at age 3: The mediating role of attentional control.

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