The contributions of parental management language to executive function in preschool children

Bindman, Samantha W.; Hindman, Annemarie H.; Bowles, Ryan P.; Morrison, Frederick J.

doi:10.1016/j.ecresq.2013.03.003

Cited by 63 publications

(47 citation statements)

References 59 publications

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“…For Armengol (2002), the educational level of the father and mother predicted only 3% of the variance of the interference index. Moreover, this relative independence should not mask the potential influence of parental educational practices as well as the role of sociolinguistic and cultural factors (Bindman, Hindman, Bowles, & Morrison, 2013;Hoff, 2003aHoff, , 2003b in the general cognitive development of the child.…”

Section: Discussionmentioning

confidence: 96%

Development of executive functioning in school-age Tunisian children

Salhi

Gall

Roy

2015

Child Neuropsychology

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Research regarding executive functioning (EF) in children rarely focuses on populations in African or Middle-Eastern Arabic-speaking countries. The current study used a cross-sectional design to examine the developmental trajectories of school-age Tunisian children in three domains of executive control (inhibition of prepotent responses, cognitive flexibility, and working memory) as well as their mutual interactions and the effects of gender and parents' education level. Inhibitory processes, cognitive flexibility, and working memory were assessed using the Stroop test, a version of the Hayling test adapted for children, simple and alternating tasks of verbal fluency, and verbal and visuospatial span tasks (forward and backward spans). The study population included 120 7- to 12-year-old Tunisian children (60 girls, 60 boys) who were grouped and matched for age, gender, and parents' education level. The results revealed an overall effect of age on executive performance, whereas gender and parents' education level showed non-significant effects. In addition, executive indices were significantly associated with fluid intelligence level. Partial correlation analyses (controlled for age) found significant links between indices that assessed the same executive process, except for inhibitory processes; the temporal indices for inhibitory processes showed relative independence. The correlations between indices that assessed distinct executive processes were weaker (but significant). Overall, the results suggest that executive components in school-age Tunisian children operate according to relatively homogeneous developmental trajectories, marked by peaks of maturity that differ according to the assessed index. A transcultural approach to EF is discussed in terms of the unity and diversity of its components.

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Section: Discussionmentioning

confidence: 96%

Development of executive functioning in school-age Tunisian children

Salhi

Gall

Roy

2015

Child Neuropsychology

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“…In the first year of the Michigan longitudinal sample data collection, when all children were in preschool, only the first half of the HTKS was administered, as the second half had not yet been developed. We therefore used a Rasch measurement approach to extrapolate an expected score on the entire 40 item task (details are provided in Bindman, Hindman, Bowles, & Morrison, 2013). …”

Section: Methodsmentioning

confidence: 99%

The development of self-regulation across early childhood.

Montroy

Bowles

Skibbe

et al. 2016

Developmental Psychology

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380

308

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The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of three and seven, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across three diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow three distinct developmental patterns of growth. These three trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds with implications for offering individualized support across children.

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“…Few studies have focused on this topic with European samples, and no information exists on self-regulatory processes among Icelandic preschool children and the role they may play in later academic success. Such information is of great practical and theoretical importance, as making direct generalizations of findings across different linguistic and cultural contexts is problematic, particularly in the case of behavioral self-regulation, which is influenced by culture-specific standards for behaviors (Bindman, Hindman, Bowles, & Morrison, 2013;Friedlmeier, Corapci, & Cole, 2011).…”

mentioning

confidence: 99%

The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

Birgisdóttir

Gestsdóttir

Þórsdóttir

2015

Early Education and Development

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Research Findings: Research suggests that behavioral self-regulation skills are critical for early school success, including success in literacy, but few studies have explored the relations that behavioral self-regulation may have with different components of early literacy development. The present study investigated the longitudinal contribution of behavioral self-regulation skills among Icelandic children in preschool to literacy measures of varying complexity in 1st grade. Behavioral selfregulation was assessed using a direct assessment (the Head-to-Toe task) and according to teacher reports (the Child Behavior Rating Scale). A total of 111 children participated in the study (mean age at Wave 1 ¼ 55.70 months, 49% girls). Findings showed that both behavioral self-regulation measures predicted reading comprehension 2 years later after age, gender, maternal education, and emergent literacy skills were controlled, but relations with more basic reading skills-reading accuracy and fluency-were not as robust. Practice or Policy: These findings provide a new insight into the role of behavioral self-regulation in early academic achievement and extend previous research by showing that early self-regulatory skills play a role in children's initial steps in comprehending continuous texts. They also underline a need for a wider focus in emergent literacy interventions aimed at promoting prerequisites for reading.

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The contributions of parental management language to executive function in preschool children

Cited by 63 publications

References 59 publications

Development of executive functioning in school-age Tunisian children

Development of executive functioning in school-age Tunisian children

The development of self-regulation across early childhood.

The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

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