Thématiques

Auteurs

Année

Auteurs Année

Hong, Y., Zhang, T., Pang, C., Zou, L., Li, M. et Zhou, R.
(2025). The near and far transfer effects of computerized working memory training in typically developing preschool children: Evidence from event-related potentials.
Journal of Experimental Child Psychology, 249, article 106096.
Huang, L., Leung, S. K. Y., Li, J. W. et Wu, Z.
(2025). How Does Comprehensive Art Education Facilitate Children’s Creativity? A Mixed-Methods Study in China.
Early Education and Development, 36(2), 460-476.
Iivonen, S., Kettukangas, T., Soini, A. et Viholainen, H.
(2025). Sand Play and 0- to 8-Year-Old Children's Physical, Cognitive and Socioemotional Outcomes: A Mixed-Methods Systematic Review.
Child: Care, Health and Development, 51(1), article e70034.
Kharbanda, D. et Khunyakari, R.
(2025). Analyzing Young Children’s Thinking on Design Problems Embedded in Story Contexts.
Early Childhood Education Journal, 53(1), 21-35.
Li, C., Suntheimer, N. M., Bailey, D. H. et Wolf, S.
(2025). The codevelopment of early social and cognitive skills in Ghana.
Developmental Psychology, 61(1), 73-88.
Lu, Y., Shi, L. et Musib, A. F.
(2025). Effects of music training on executive functions in preschool children aged 3-6 years: systematic review and meta-analysis.
Frontiers in Psychology, 15, article 1522962.
Mannweiler, M. D., Bierman, K. L. et Liben, L. S.
(2025). Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning.
Journal of Experimental Child Psychology, 249, article 106095.
Park, J.-Y. et Jung, N.-H.
(2025). Developmental Characteristics of High-Risk Infants According to the Bayley Scales of Infant and Toddler Development-Third Edition.
Child : Care, Health and Development, 51(1), article e70018.
Rodrigues, B. L. C. et Hestenes, L. L.
(2025). What About the Influence of Outdoor Quality on Preschoolers’ Cognitive and Social Skills?
Early Education and Development, 36(2), 283-305.
Ross, J., Hutchison, J. et Cunningham, S. J.
(2025). The self-memory system: Exploring developmental links between self and memory across early to late childhood.
Child Development, 96(1), 234-250.
Tenenbaum, E. J., Stone, C., Vu, M. H., Hare, M., Gilyard, K. R., Arunachalam, S., Bergelson, E., Bishop, S. L., Frank, M. C., Hamlin, J. K., Kline Struhl, M., Landa, R. J., Lew-Williams, C., Libertus, M. E., Luyster, R. J., Markant, J., Sabatos-DeVito, M., Sheinkopf, S. J., Wagner, J. B., . . . Jeste, S.
(2025). Remote Infant Studies of Early Learning (RISE): Scalable online replications of key findings in infant cognitive development.
Developmental Psychology, 61(1), 151-167.
van Liempd, I. H., Oudgenoeg-Paz, O. et Leseman, P. P. M.
(2025). Object exploration is facilitated by the physical and social environment in center-based child care.
Child Development, 96(1), 161-175.
Michel, E., Martin, G. et Pope, M.
(2025). Predictions of pre-academic mathematical and literacy skills by kindergarten executive functions.
Cognitive Development, 73, article 101532.
Zhang, J., Zhang, Y., Qi, Y., Gao, C., Shen, Z. et Chen, Y.
(2025). How executive function contributed to young children’s mathematical achievement: The differential role of non-symbolic and symbolic numerical representation.
Cognitive Development, 73, article 101545.
Arslan Çiftçi, H., Uyanık, G. et Acar, İ. H.
(2025). Supporting preschool children’s executive functions: Evidence from a group-based play Intervention.
Early Childhood Education Journal, 53(2), 587–598.
Baker, E. R. et Jambon, M.
(2025). Preschoolers’ cognitive skills predict their developing moral self.
Journal of Experimental Child Psychology, 252, article 106153.
Bastianello, T., Silletti, F., Cassibba, R., Coppola, G., Musso, P., Rossini, V., Zusi, C., Unali, I., Florti, E., Majorano, M., Maffeis, C. et Lavelli, M.
(2025). Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills.
Early Education and Development, 36(3), 724-743.
Becker, D. R., Pedonti, S. F., Grist, C. et Watson, M.
(2025). Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity.
Journal of Experimental Child Psychology, 252, article 106147.
Beisly, A. et Moffitt, A.
(2025). Sense-making and STEAM: Using art to make science visible.
Early Childhood Education Journal, 53(2), 645-653.
Bianco, F., Cornaggia, A., Massaro, D., Marchetti, A. et Castelli, I.
(2025). Desires and Beliefs: the Development of Second-Order Theory of Mind Reasoning in Preschoolers and in School-Age Children.
Frontiers in psychology, 16, article 1525368.
Lorie-Marlène Brault Foisy et Bélanger, É. et Masson, S.
(2025). Le contrôle inhibiteur au service de l’apprentissage des sciences : tour d’horizon de la littérature.
Dans Duroisin, N. et Clerc, J. (dir.), Fonctions exécutives, apprentissages et réussite scolaire: Concepts, pratiques et outils (p. 47-78). Dunod.
Brenner, J., Steele, K. et Woolley, J. D.
(2025). Children learn cause-and-effect relations from fantastical and realistic storybooks.
Journal of Experimental Child Psychology, 253, article 106198.
Busch, A. M., Modica, C. A. et Sheridan, E. R.
(2025). The Effect of Yoga on Anxiety, Attention and Social-Emotional Symptoms in Preschool Children: A Pilot Quasi-Experimental Study.
Child Psychiatry and Human Development, 56(2), 570-579.
Criado, E. G., Giménez-Meseguer, J., Ferriz-Valero, A. et Baena-Morales, S.
(2025). Influence of physical activity on cognitive and emotional development in preschool children. A review of the literature.
Education 3-13, 53(3), 366-377.
Esmer, Ş. C., Turan, E., Karadöller, D. Z. et Göksun, T.
(2025). Sources of variation in preschoolers’ relational reasoning: The interaction between language use and working memory.
Journal of Experimental Child Psychology, 252, article 106149.
Guedes, C., Ferreira, T., de Lemos, M. S. et Cadima, J.
(2025). Associations between executive functions at age 3 and children’s learning behaviors at age 6.
International Journal of Behavioral Development, 49(2), 109-117.
Gündoğan, A.
(2025). Do preschoolers imagine different things as their experience expands? A Turkish longitudinal study.
International Journal of Early Years Education, 33(1), 153-166.
Hilton, B. C. et Sabbagh, M. A.
(2025). Preschoolers use probabilistic evidence to flexibly change or maintain expectations on an active search task.
Child Development, 96(2), 881-890.
Hofstee, M., Fukkink, R. G., Endendijk, J., Huijding, J., van der Velde, B. et Deković, M.
(2025). Center-based childcare during infancy: The relations with functional brain networks and self-regulation in young children.
International Journal of Behavioral Development, 49(2), 118-134.
Ishikawa, M. et Kanakogi, Y.
(2025). Does using multiple strategies enhance preschoolers’ persistence in a challenging task?
Journal of Experimental Child Psychology, 252, article 106170.
Jeong, J. et Frye, D. A.
(2025). Approximating the ZPD? Young children's judgements of appropriate task level for learning.
British Journal of Developmental Psychology, 43(1), 37-65.
Jeong, J. et Kim, S.
(2025). Young children’s metacognition in problem-solving through question-asking.
Journal of Experimental Child Psychology, 254, article 106207.
Kapteijns, B., van de Ven, M., van Hoogmoed, A. H. et Kroesbergen, E. H.
(2025). Cognitive and home predictors of precocious reading and math before formal education.
Journal of Experimental Child Psychology, 252, article 106159.
Kazali, E.
(2025). Executive functions in inductive and deductive reasoning.
Journal of Experimental Child Psychology, 252, article 106144.
Lau, E. Y. H., Wu, X.-y., Siu, C. T. S., Williams, K. E. et Bautista, A.
(2025). Examining the effectiveness of a video-based parent-child program on executive functions for children 5 to 6 years old: A randomized controlled trial.
Child Development, 96(2), 781-796.
Lucas-Nihei, J. N., Hund, A. M. et Hesson-McInnis, M. S.
(2025). Does self-regulation mediate the relation between parent–child relationships and peer acceptance during early childhood?
Journal of Experimental Child Psychology, 251, article 106134.
Lazaroff, E. et Vlach, H. A.
(2025). Children’s memory and generalization of science concepts learned using comparison.
Journal of Experimental Child Psychology, 253, article 106196.
Liang, Y., Kaldy, Z. et Blaser, E.
(2025). My tablet’s about to go dead! 5- to 6-year-old children adjust their cognitive strategies depending on whether an external resource is reliably available.
Cognitive Development, 73, article 101542.
Montalvan Castilla, J. E.
(2025). Children’s understanding and STEM-related experiences of solar energy and technologies in a smart kindergarten in Norway.
European Early Childhood Education Research Journal, 33(2), 194-210.
Orr, E. et Caspi, R.
(2025). Parents and More: The Multidimensional Factors Involved in Children’s Cognitive Achievements.
Child Care in Practice, 31(1), 85-102.
Pham, T., Joanisse, M. F., Ansari, D., Oram, J., Stager, C. et Archibald, L. M. D.
(2025). Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades.
Early Childhood Research Quarterly, 70, 187-198.
Pramling, N. et Samuelsson, I. P.
(2025). Engaging children in what-if thinking through read-aloud conversations in early childhood education for sustainability.
European Early Childhood Education Research Journal, 33(2), 211-222.
Quinn, M. F., Caudle, L. A. et Harper, F. K.
(2025). Embracing culturally relevant computational thinking in the preschool classroom: Leveraging familiar contexts for new learning.
Early Childhood Education Journal, 53(2), 393-403.
Rousselle, M., Blaye, A. et Abadie, M.
(2025). Development of false memories in 5- and 8-year-olds: The role of working memory maintenance mechanisms.
Journal of Experimental Child Psychology, 254, article 106206.
Schächinger Tenés, L. T., Weiner-Bühler, J. C., Grob, A. et Segerer, R. K.
(2025). How to juggle languages: Verbal short-term memory as a key predictor of code-switching in dual language learning 3- to 6-year-olds.
Cognitive Development, 73, article 101543.
Schmitt, S. A., Purpura, D. J., Duncan, R. J., Bryant, L., Zehner, T. M., Devlin, B. L., Geer, E. A. et Paes, T. A.
(2025). Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds.
Early Childhood Research Quarterly, 71, 163-173.
Ulitzka, B., Daseking, M. et Kerner auch Koerner, J.
(2025). The Marshmallow Test as a Screening Instrument: Sensitivity and Specificity of a Delay of Gratification Task for Later ADHD and Conduct Problems.
Infant and Child Development, 34(2), article e70014.
Veer, I. M., Borghuis, J., Van Tuijl, C. et Luyten, H.
(2025). Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers.
Early Education and Development, 36(3), 680-707.
Wilhelmsen, T., Rydland, V., Buøen, E. S., Drugli, M. B. et Lekhal, R.
(2025). Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context.
Early Education and Development, 36(3), 708-723.
Wu, PY., Arias, S., Abramson, S. et Zuzlewski, E.
(2025). Engaging young children in STEAM Learning: An inquiry planning guide for early educators.
Early Childhood Education Journal, 53(2), 629-643.
Armitage, K. L. et Gilbert, S. J.
(2025). The nature and development of cognitive offloading in children.
Child Development Perspectives, 19(2), 108-115.
Bélanger, É.Lorie-Marlène Brault Foisy, Masson, S., , Ahr, E. et Potvin, P.
(2025). Effects of Familiarity and Complexity on Inhibitory Control in Elementary Science Learning.
The Journal of Experimental Education, prépublication.
Blume, M. F. W. et Mikkelsen, A. L.
(2025). Falling: An existential experience in early childhood.
Contemporary Issues in Early Childhood, 26(2), 174-188.
Boeg Thomsen, D., Kandemirci, B., Theakston, A. et Brandt, S.
(2025). Do complement clauses with first- or third-person perspective support false-belief reasoning? A training study with English-speaking 3-year-olds.
Developmental Psychology, 61(6), 1044-1062.
Brown, E. D. et Kriebel, D. K.
(2025). Parents’ implicit theories of intelligence and children’s responses to academic challenge.
Early Child Development and Care, 195(4), 357-372.
Chang, JY., Kim, J. et Lee, S.Y.
(2025). When Saint-Saëns’ Elephant Becomes a Child’s Raindrops: Korean Young Children’s Appreciation of Music through Drawings.
Early Childhood Education Journal, 53(5), 1365-1375.
DeBolt, M.C., Caswell, B.L., George, M., Maleta, K., Prado, E.L., Ross-Sheehy, S., Stewart, C.P. et Oakes, L.M.
(2025). A Cross-Cultural Analysis of Infants' Spatial Attention on the Infant Orienting With Attention (IOWA) Task.
Child Development, 96(3), 1050-1065.
De la Viña, L., Goulding, B. W. et Ronfard, S.
(2025). Children’s and adults’ beliefs about the impact of emotional intensity on cognitive performance.
Developmental Psychology, 61(6), 1078-1096.
Stéphanie Duval, Matte-Gagné, C., Elsa Tremblay et Noémie Montminy
(2025). La mesure écologique des fonctions exécutives en contextes éducatifs de la petite enfance.
Approche Neuropsychologique des Apprentissages chez l’Enfant (ANAE), 195.
Frick, A.
(2025). You are here! Rethinking children's executive function development in the presence of others.
Child Development Perspectives, 19(2), 116-125.
Gasparatou, R., Ergazaki, M. et Kosmopoulou, N.
(2025). Using Philosophy for Children to introduce the living/non-living distinction in kindergarten.
International Journal of Early Years Education, 33(2), 309-324.
Hunze, M. S., Freudenberger, F., Gerigk, Y., Ohler, P. et Nieding, G.
(2025). Training of media sign literacy and intelligence: Effects on preschoolers’ cognitive skills.
Cognitive Development, 74, article 101582.
Leach, G. et von Fintel, D.
(2025). Supporting Early Childhood Development through Multi-dimensional Service Delivery in South Africa.
Child Indicators Research, 18(3), 1101-1159.
Noémie Montminy Stéphanie Duval et Ariane Fiset
(2025). Observation des habiletés de fonctions exécutives en contextes éducatifs de la petite enfance.
Approche Neuropsychologique des Apprentissages chez l’Enfant (ANAE), 195.
Morosini, G., Cuder, A., De Vita, C., Passolunghi, M. C. et Pellizzoni, S.
(2025). The relationship between executive functions and early numerical skills: A study on three- and four-year-old preschoolers.
Cognitive Development, 74, article 101568.
Muir, R., Howard, S. J. et Kervin, L.
(2025). Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms.
Australasian Journal of Early Childhood, 50(2), 211-224.
Perapoch Amadó, M., Phillips, E.A.M., Esposito, G., Greenwood, E., Ives, J., Labendzki, P., Lancaster, K., Northrop, T.J., Viswanathan, N.K., Gök, M., Peñaherrera, M.J., Jones, E.J.H. et Wass, S.V.
(2025). Who Leads and Who Follows? The Pathways to Joint Attention During Free-Flowing Interactions Change Over Developmental Time.
Child Development, 96(3), 1112-1127.
Preston, M. L., McClelland, M., Craig, J., Herbst, E. et Golinkoff, R. M.
(2025). Cognitively engaging physical activity has an immediate impact on preschool children's executive function.
Early Childhood Research Quarterly, 72, 91-101.
Raz, T. et Shaul, S.
(2025). Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds.
Cognitive Development, 74, article 101576.
Ross, R.A. et Ascetta, K.E.
(2025). Methodological Overlap in Early Childhood Education Self-Regulation Research: An Interdisciplinary Systematic Review.
Early Childhood Education Journal, 53(5), 1755-1767.
Schütz, C. et Frank, C.
(2025). Hysteresis in posture selection in preschool children.
Cognitive Development, 74, article 101588.
Sobel, D. M., Kamper, D. G. et Song, J.-H.
(2025). Manual reach tracking reveals distinct inhibitory processes in children’s and adults’ inferences about belief.
Cognitive Development, 74, article 101580.
Soydan, S., Mutlu, K. et Akış, G.
(2025). The impact of children’s attentional behaviour and parent-child interaction on children’s self regulation skills.
European Early Childhood Education Research Journal, 33(3), 435-450.
Yu, L., Tay, C., Toh, S. E., Jie Ning Wee, J. N., Yu, Y. et Ding, X. P.
(2025). The longitudinal (in)stability and cognitive underpinnings of children’s cheating behavior.
Journal of Experimental Child Psychology, 255, article 106222.
Zhu, J., Zou, S., Zhu, S., Xu, D. et Li, Y.
(2025). Relations Between Unsociability, Theory of Mind, and Adjustment Among Kindergartners in China.
Early Education and Development, 36(4), 931-945.
de Hevia, M. D. et Nava, E.
(2024). Intuitive mapping between nonsymbolic quantity and observed action across development.
Journal of Experimental Child Psychology, 237, article 105758.
Kamber, E., Fuke, T. S. S., Alunni, M. et Mahy, C. E. V.
(2024). Procrastination in early childhood: Associations with self-regulation, negative affectivity, and the home environment.
Early Childhood Research Quarterly, 66(1er quartier), 75-85.
Leckey, S., Bhagath, S., Johnson, E. G. et Ghetti, S.
(2024). Attention to novelty interferes with toddlers' emerging memory decision-making.
Child Development, 95(1), 98-113.
Nguyen, S. P. et McDermott, C.
(2024). Holding multiple category representations: The role of age, theory of mind, and rule switching in children’s developing cross-classification abilities.
Journal of Experimental Child Psychology, 237, article 105716.
Rapuc, S., Pierrat, V., Marchand-Martin, L., Benhammou, V., Kaminski, M., Ancel, P.-Y. et Twilhaar, E.S.
(2024). The interrelatedness of cognitive abilities in very preterm and full-term born children at 5.5 years of age: a psychometric network analysis approach.
Journal of Child Psychology and Psychiatry, 65(1), 18-30.
Xueke Wang, X. et Feng, T.
(2024). Does executive function affect children's peer relationships more than emotion understanding? A Longitudinal study based on latent growth model.
Early Childhood Research Quarterly, 66(1^er quartier), 211-223.
Andrási, K., Oláh, K., Zsoldos, R. A. et Király, I.
(2024). Preschoolers retain more details from event sequences 1 week following an in-group demonstration.
Journal of Experimental Child Psychology, 238, article 105781.
Bjerknes, A.-L., Wilhelmsen, T. et Foyn-Bruun, E.
(2024). A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research.
Journal of Research in Childhood Education, 38(1), 50-65.
Brann, L. S., Razza, R. A. et Smith, C. S.
(2024). The Feasibility and Preliminary Effectiveness of a Mindfulness Intervention on Preschooler’s Executive Function and Eating Behaviors.
Early Education and Development, 35(2), 395-412.
Bobrowicz, K., Weber, A. et Greiff, S.
(2024). The successful use of a search strategy improves with visuospatial working memory in 2- to 4.5-year-olds.
Journal of Experimental Child Psychology, 238, article 105786.
Dong, P., Li, W., Hu, Q., Wu, T., Jiang, Y., Jin, H., Xu, C., Buschkuehl, M., Jaeggi, S. M. et Zhang, Q.
(2024). The relation between effortful control and executive function training in preschoolers.
Journal of Experimental Child Psychology, 238, article 105778.
Mushi, S. L. P.
(2024). Fostering metacognitive skills in young children.
International Journal of Early Years Education, 32(1), 68-82.
Timmons, K., Bozek, E. et Sharp, E.
(2024). A Pan-Canadian document analysis: examining policies and practices that foster self-regulation in the early years.
International Journal of Early Years Education, 32(1), 220-245.
Weng, J., He, H., Xue, Y., Guo, M. et Wu, C.
(2024). Chinese Preschoolers’ Pattern Creation: Performance and Predictors.
Early Education and Development, 35(2), 307-327.
Zhao, H., Sharp, K. L. et Malkus, A. J.
(2024). Predictors of preschoolers’ classroom engagement: teacher-child interactions, teacher-child relationships, and child’s self-control.
Early Child Development and Care, 194(1), 58-71.
Ataman-Devrim, M., Quigley, J. et Nixon, E.
(2024). Preterm toddlers’ joint attention characteristics during dyadic interactions with their mothers and fathers compared to full-term toddlers at age 2 years.
Infant Behavior and Development, 74, article 101915.
Barbarroja, N., Ordin, M., Walker, M. J., Posada-Salazar, S. et Manrique, H. M.
(2024). Imitation fidelity increases with age in boys, but not in girls: An intriguing finding in a cohort of children aged 3 to 6 years.
Journal of Experimental Child Psychology, 239, article 105826.
Davidson, C., Theyer, A., Amaireh, G. et Wijeakumar, S.
(2024). The impact of caregiver inhibitory control on infant visual working memory.
Infant Behavior and Development, 74, article 101921.
Ghosh, S.
(2024). Does the early childhood education and care in India contribute to children's skill development?
Children & Society, 38(2), 611-635.
Hamilton, M., Roper, T., Blaser, E. et Kaldy, Z.
(2024). Can’t get it out of my head: Proactive interference in the visual working memory of 3- to 8-year-old children.
Developmental Psychology, 60(3), 582-594.
Leung, S. K. Y., Wu, J. et Li, J. W.
(2024). Children’s knowledge construction of computational thinking in a play-based classroom.
Early Child Development and Care,194(2), 208-229.
Maia, M. G., Soker-Elimaliah, S., Jancart, K., Harbourne, R. T. et Berger, S. E.
(2024). Focused attention as a new sitter: How do infants balance it all?
Infant Behavior and Development, 74, article 101926.
Meng, X., Zhao, L., Chen, X., Zhang, C., Cao, Y. et Yang, X.
(2024). Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study.
Early Childhood Research Quarterly, 67(2^e quartier), 320-329.
Muir, R. A., Howard, S. J. et Kervin, L.
(2024). Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning.
Early Childhood Research Quarterly, 67(2^e quartier), 170-181.
Zhang, T. et Fyfe, E. R.
(2024). High variability in learning materials benefits children’s pattern practice.
Journal of Experimental Child Psychology, 239, article 105829.
Aslan, A. et Kubik, V.
(2024). Buildup and release from proactive interference: The forward testing effect in children’s spatial memory.
Journal of Experimental Child Psychology, 240, article 105838.
Boylan, F., Barblett, L. et Knaus, M.
(2024). I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years.
Journal of Early Childhood Teacher Education, 45(1), 96-117.
Bryant, L. M., Duncan, R. J., Purpura, D. J., Banda, J. A., Elicker, J. et Schmitt, S. A.
(2024). Testing longitudinal relations among preschool sport and kindergarten executive function and academic outcomes.
Journal of Child and Family Studies, 33(3), 835-848.
Carnevali, L., Della Longa, L., Dragovic, D. et Farroni, T.
(2024). Touch and look: The role of affective touch in promoting infants' attention towards complex visual scenes.
Infancy, 29(2), 271-283.
Fragkiadaki, G., Fleer, M. et Rai, P.
(2024). The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings.
Journal of Research in Childhood Education, 38(2), 227-242.
Fuoco, J., Howe, N., Della Porta, S. et Ross, H. S.
(2024). “You Have to Do It Like the Duckies Hatch Their Egg”: Parent and Sibling Teaching of Conceptual and Procedural Knowledge in Early Childhood.
Early Education and Development, 35(4), 766-782.
Guran, C.-N. A., Lonardo, L., Tünte, M., Arzberger, K., Völter, C. J., Hoehl, S., Huber, L. et Lamm, C.
(2024). Investigating belief understanding in children in a nonverbal ambiguous displacement and communication setting.
Journal of Experimental Child Psychology, 240, article 105830.
Hu, W., Huang, R. et Li, Y.
(2024). Young Children’s Experience in Unplugged Activities About Computational Thinking: From an Embodied Cognition Perspective.
Early Childhood Education Journal, 52(4), 769-782.
Kurupinar, M., Serbest, O., Yilmaz, D. et Soley, G.
(2024). Children’s expectations about the stability of others’ knowledge and preference states.
Journal of Experimental Child Psychology, 240, article 105834.
Lau, P. W. C., Song, H., Song, D., Wang, J.-J., Zhen, S., Shi, L. et Yu, R.
(2024). 24-Hour movement behaviors and executive functions in preschoolers: A compositional and isotemporal reallocation analysis.
Child Development, 95(2), e110-e121.
Moffett, L., Weiland, C., McCormick, M. P., Hsueh, J., Snow, C. et Sachs, J.
(2024). Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement.
Early Education and Development, 35(4), 667-690.
Olive, L. S., Telford, R. M., Westrupp, E. et Telford, R. D.
(2024). Physical activity intervention improves executive function and language development during early childhood: The active early learning cluster randomized controlled trial.
Child Development, 95(2), 544-558.
Sağel-Çetiner, E., Irmak, T. Y. et Yavuz, B. A.
(2024). To tell the truth or not: What effortful control, false belief, and sympathy tell us about preschoolers’ instrumental lies.
Journal of Experimental Child Psychology, 240, article 105839.
Venkadasalam, V. P., Larsen, N. E. et Ganea, P. A.
(2024). Promoting scientific understanding and conceptual change in young children using explanations and guidance.
Developmental Psychology, 60(4), 729-746.
Beisly, A. et Jeon, S.
(2024). Development of inhibitory control in Head Start children: Association with approaches to learning and academic outcomes in kindergarten.
Cognitive Development, 70, article 101434.
Beloyianni, V., Zbainos, D. et Karagianni, M.-P.
(2024). From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan.
British Journal of Developmental Psychology, 42(2), 215-233.
Day, K. L., Tan, L. et Smith, C. L.
(2024). Preschoolers’ Self-Regulation: Private Speech in Cognitive and Emotion Contexts.
Journal of Child and Family Studies, 33(5), 1437-1450.
Dueck, K., Castro, A. W., Kamawar, D., Milyavskaya, M., Gallitto, E. et Atance, C. M.
(2024). The effects of cognitive and environmental factors on children’s early saving.
Cognitive Development, 70, article 101447.
Dunn, K. J., Frost, R. L. A. et Monaghan, P.
(2024). Infants’ attention during cross-situational word learning: Environmental variability promotes novelty preference.
Journal of Experimental Child Psychology, 241, article 105859.
Fox, D. S., Elliott, L., Bachman, H. J., Votruba-Drzal, E. et Libertus, M. E.
(2024). Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills.
Child Development, 95(3), 734-749.
Gao, S., Hu, Q. et Shao, Y.
(2024). Preschool children’s intuitions of parallelism.
Cognitive Development, 70, article 101423.
Garon, N. et Doucet, E.
(2024). To explore or exploit: Individual differences in preschool decision making.
Cognitive Development, 70, article 101432.
Girgis, H. et Behrend, D. A.
(2024). The role of sharing and information type in children’s categorization of privileged and conventional information.
Cognitive Development, 70, article 101420.
Glidden, J., Yee, K. M. et Killen, M.
(2024). Morally-relevant theory of mind is related to viewing gender inequalities as unacceptable.
Cognitive Development, 70, article 101450.
Johansen, L., Óturai, G., Jaggy, A.-K. et Perren, S.
(2024). Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships.
International Journal of Behavioral Development, 48(3), 200-211.
Kyei, P. S. et Nyarko, N. Y.
(2024). Care-giver child interactions and early cognitive development in West and Central Africa.
Early Child Development and Care, 194(3), 414-423.
Lakasana, D. N. L., Fono, Y. M., Juita, A. K., Sadha, E. et Mere, V. O.
(2024). Analysis of cognitive aspects in early childhood learning: A study on the implementation of the Merdeka Curriculum.
European Journal of Education Studies, 11(6), 120-133.
Lee, S., Tsurumi, S., Kanazawa, S. et Yamaguchi, M. K.
(2024). Attentional blink in infants under 7 months.
Journal of Experimental Child Psychology, 242, article 105890.
Lenhart, J. et Richter, T.
(2024). Media exposure and preschoolers' social-cognitive development.
British Journal of Developmental Psychology, 42(2), 234-256.
Martín-García, A. et Rico-González, M.
(2024). The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials.
European Early Childhood Education Research Journal, 32(3), 429-447.
Masek, L. R., Edgar, E. V., McMillan, B. T. M., Todd, J. T., Golinkoff, R. M., Bahrick, L. E. et Hirsh-Pasek, K.
(2024). Building language learning: Relations between infant attention and social contingency in the first year of life.
Infant Behavior and Development, 75, article 101933.
Mooney, L., Dadra, J., Davinson, K., Tani, N. et Ghetti, S.
(2024). Memory for space and time in 2-year-olds.
Cognitive Development, 70, article 101443.
Nijssens, L., Luyten, P., Malcorps, S., Vliegen, N. et Mayes, L.
(2024). Knowing Your Child’s Mind and Its Relationship with Theory of Mind Acquisition.
Journal of Child and Family Studies, 33(5), 1682-1693.
Perra, O., Winstanley, A., Sperotto, R. et Gattis, M.
(2024). Attention control in preterm and term 5-month-old infants: Cross-task stability increases with gestational age.
Infancy, 29(3), 437-458.
Pope, J. H. et Cleaveland, J. M.
(2024). Assessing gambler’s fallacy in children through framing and executive functioning.
Journal of Educational and Developmental Psychology, 14(1), 11-22.
O’Brien, B., Rodriguez, M., Gallitto, E. et Atance, C. M.
(2024). Tomorrow versus a year from now: Do children represent the near and distant future differently?
Journal of Experimental Child Psychology, 241, article 105878.
Qi, Y., Chen, Y., Yu, X., Yang, X., He, X. et Ma, X.
(2024). The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters.
Cognitive Development, 70, article 101437.
Qiu, F. W., Ipek, C. et Moll, H.
(2024). Children teach sensational information - as long as it is true.
Journal of Experimental Child Psychology, 242, article 105895.
Raport, A., Ipek, C., Gomez, V. et Moll, H.
(2024). Two- and three-year-olds prefer mastery-oriented over outcome-oriented help.
Cognitive Development, 70, article 101462.
Ribner, A. et Holmboe, K.
(2024). Early executive function in context.
Infant Behavior and Development, 75, article 101948.
Szpakiewicz, E. et Stępień-Nycz, M.
(2024). How do the cognitive processes matter in the event-based preschoolers’ prospective memory?
Frontiers in Psychology, 15, article 1279144.
Thorne, A., Stagnitti, K. et Parson, J.
(2024). Pretend Play and Executive Function in Preschool-Aged Children with an Acquired Brain Injury.
American Journal of Play, 16(1), 63-96.
Török, G., Stanciu, O. et Ruggeri, A.
(2024). Children's information-search strategies: Operationalizing efficiency and effectiveness.
Child Development Perspectives, 18(2), 57-63.
Xia, X.
(2024). Parental involvement and Chinese children’s cognitive and social-emotional school readiness: Differential effects across family socioeconomic status.
Children and Youth Services Review, 161, article 107647.
Xiao, N. G., Ghersin, H., Dombrowski, N. D., Boldin, A. M. et Emberson, L. L.
(2024). Infants’ top-down perceptual modulation is specific to own-race faces.
Journal of Experimental Child Psychology, 242, article 105889.
Yang, S., Saïd, M., Peyre, H., Ramus, F., Taine, M., Law, E. C., Dufourg, M.-N., Heude, B., Charles, M.-A. et Bernard, J. Y.
(2024). Associations of screen use with cognitive development in early childhood: the ELFE birth cohort.
Journal of Child Psychology and Psychiatry, 65(5), 680-693.
Zheng, K., Chao, B., Xue, X. et Zhang, L.
(2024). Number sense predicts arithmetic competence in young Chinese children: the role of visual spatial skills and inhibitory control.
Early Child Development and Care, 194(4), 559-573.
Maraisane, L., Jita, L. et Jita, T.
(2024). Engagement of science process skills for teaching science concepts in early childhood.
Journal of Childhood, Education & Society, 5(2), 283-293.
Ramanathan, G., Cosso, S. et Pool, J.
(2024). Engineering in Preschool: What Little Minds Can Teach Us About Big Skills.
Early Childhood Education Journal, 52(6), 1245-1257.
Anderson, A. J. et Sammy Perone, S.
(2024). The kids are bored: Trait boredom in early childhood and links to self-regulation, coping strategies, and parent-child interactions.
Journal of Experimental Child Psychology, 243, article 105919.
AuBuchon, A. M., Wagner, R. L. et Sackinsky, M.
(2024). Children’s rehearsal development parallels that of self-talk in other executive functions.
Developmental Psychology, 60(7), 1237-1243.
Bambha, V. P., Surrain, S., Zucker, T. A., Ahmed, Y. et Leyva, D.
(2024). The intersection of parent questions, child skills, and activity context in informal science, technology, engineering, and math learning.
Journal of Experimental Child Psychology, 246, article 106000.
Bautista, A., Williams, K. E., Lee, K. et Ng, S. P.
(2024). Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies.
Journal of Early Childhood Teacher Education, 45(3), 290-311.
Bélanger, É.Lorie-Marlène Brault Foisy et Masson, S.
(2024). What insights can response time provide for education research?
International Journal of Research and Method in Education, prépublication.
Blom, E., Yazıcı, G., Boerma, T. et van Witteloostuijn, M.
(2024). A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder.
Cognitive Development, 71, article 101481.
Delgado, H., Lipina, S., Pastor, M. C., Muniz-Terrera, G., Menéndez, Ñ., Rodríguez, R., et Carboni, A.
(2024). Differential psychophysiological responses associated with decision-making in children from different socioeconomic backgrounds.
Child Development, 95(5), 1478-1493.
Eberhart, J., Bryce, D. et Baker, S. T.
(2024). Staying self-regulated in the classroom: The role of children's executive functions and situational factors.
British Journal of Educational Psychology, 94(3), 995-1010.
Foinant, D., Lafraire, J. et Thibaut, J.-P.
(2024). Individual differences in categorization development: The mediation of executive functions and factual knowledge, the case of food.
Developmental Psychology, 60(10), 1785-1800.
Gago-Galvagno, L. G., Miller, S. E., Mancini, N. A., Simaes, A. C., Elgier, A. M. et Azzollini, S. C.
(2024). Importance of cultural context in the study of children's executive functions: Advances in Latin America research.
Child Development Perspectives, 18(3), 115-122.
Gardier, M. et Geurten, M.
(2024). The developmental path of metacognition from toddlerhood to early childhood and its influence on later memory performance.
Developmental Psychology, 60(7), 1244-1254.
Ger, E. et Roebers, C. M.
(2024). Monitoring and control processes within executive functions: Is post-error slowing related to pre-error speeding in children?
Journal of Experimental Child Psychology, 246, article 105975.
Ger, E. et Roebers, C. M.
(2024). Training kindergarten children on learning from their mistakes.
British Journal of Developmental Psychology, 42(4), 478-494.
Grobe, S. E., Könen, T., David, C., Grüneisen, L., Dörrenbächer-Ulrich, L., Perels, F. et Karbach, J.
(2024). The factorial structure of executive functions in preschool and elementary school children and relations with intelligence.
Journal of Experimental Child Psychology, 246, article 106014.
Gold, Z. S., Bayoun, Y., Howe, N. et Dunfield, K. A.
(2024). Executive Function and Spatial Skills in Children’s Block Play: A Cross-Cultural Comparison.
Early Education and Development, 35(6), 1316-1334.
Harindranath, G. et Muentener, P.
(2024). Failure supports 3- to 6-year-old children’s mechanistic exploration.
Cognitive Development, 71, article 101485.
Helming, K., O’Madagain, C. et Tomasello, M.
(2024). Three- and 5-year-old children know their current belief might be wrong.
Journal of Experimental Child Psychology, 246, article 106001.
Iwasaki, S., Moriguchi, Y. et Sekiyama, K.
(2024). Balancing exploration and exploitation? The impact of cost and inhibitory control on information gathering in early childhood.
British Journal of Developmental Psychology, 42(4), 583-595.
Jiang, Y., Wishard Guerra, A., Cohen, S. R., Brown, T. T., Lin, N. T., Molgaard, M. et Iversen, J.
(2024). Echoing Parental Scaffolding Style in Co-Constructed Narratives: Its Impact on Executive Function Development in Diverse Early School-Age Children.
Early Education and Development, 35(6), 1335-1352.
Kälin, S. et Oeri, N.
(2024). Linking persistence and executive functions with later academic achievement.
International Journal of Behavioral Development, 48(5), 442-449.
Kamber, E., Maguire, M. K., Tehrani, E. K., Mazachowsky, T. R. et Mahy, C. E. V.
(2024). The impact of strategies on young children’s saving for the future.
Journal of Experimental Child Psychology, 246, article 105995.
Koch, F.-S., Sundqvist, A., Birberg Thornberg, U., Barr, R. et Heimann, M.
(2024). Toddler's memory and media—Picture book reading and watching video content are associated with memory at 2 years of age.
Infancy, 29(5), 729-749.
Konishi, H. et Chesney, R.
(2024). How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation.
Journal of Early Childhood Teacher Education, 45(3), 337-351.
Koşkulu-Sancar, S., Blom, E., van de Weijer-Bergsma, E., Grandfield, E., Verhagen, J., et Mulder, H.
(2024). Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood.
Infant and Child Development, 33(3), e2474.
Landau, B., Davis, E. E., Cortesa, C. S., Wang, Z., Jones, J. D. et Shelton, A. L.
(2024). Young children’s copying of block constructions: Significant constraints in a highly complex task.
Cognitive Development, 71, article 101463.
Langenhoff, A. F., Srinivasan, M. et Engelmann, J. M.
(2024). Disagreement reduces overconfidence and prompts exploration in young children.
Child Development, 95(5), 1616-1627.
Lopez, L. D., Castillo, A., Frechette, E., Jeon, S., Castle, S., Horm, D. et Kwon, K.-A.
(2024). High-quality early care and education for low-income families: Toddlers’ cognitive and emotional functioning during the COVID-19 pandemic.
Infancy, 29(6), 983-1001.
Ma, Y., Pappas, L., Zhang, X., Feng, T., Eve-Dill, S., Rozelle, S. et Weber, A.
(2024). How does the family environment affect toddlerhood language and cognitive development? Evidence from peri-urban China.
Applied Developmental Science, 28(3), 207-226.
Macrae, E., Milosavljevic, B., Katus, L., Mason, L., Amadó, M. P., Rozhko, M., de Haan, M., Elwell, C. E., Moore, S. E., Lloyd-Fox, S., Crespo-Llado, M. M., Taylor, D. et Yelland, S. et The BRIGHT Project Team
(2024). Cognitive control in infancy: Attentional predictors using a tablet-based measure.
Infancy, 29(4), 631-655.
Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L., Kervin, L., Staton, S., Hayes, N., Machell, A., Torlinski, M., Brady, B., Thomas, G., Horwood, S., White, S. L. J., Zabatiero, J., Rivera, C. et Cliff, D.
(2024). Early Childhood Screen Use Contexts and Cognitive and Psychosocial Outcomes: A Systematic Review and Meta-analysis.
JAMA Pediatrics, 178(10), 1017-1026.
Raynal, L., Clément, E., Goyet, L., Rämä, P. et Sander, E.
(2024). Neural correlates of unconventional verb extensions reveal preschoolers’ analogical abilities.
Journal of Experimental Child Psychology, 246, article 105984.
Rigato, S., De Sepulveda, R., Richardson, E. et Filippetti, M. L.
(2024). This is me! Neural correlates of self-recognition in 6- to 8-month-old infants.
Child Development, 95(5), 1797-1810.
Schmid, B., Bleijlevens, N., Mani, N. et Behne, T.
(2024). The cognitive underpinnings and early development of children's selective trust.
Child Development, 95(4), 1315-1332.
Schmitt, L., Weber, A., Weber, D. et Leuchter, M.
(2024). First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects.
Early Education and Development, 35(7), 1501-1523.
Shvartsman, M. et Shaul, S.
(2024). Working Memory Profiles and Their Impact on Early Literacy and Numeracy Skills in Kindergarten Children.
Child Youth Care Forum, 53(5), 1141-1171.
Smare, Z. et Elfatihi, M.
(2024). A systematic review on factors influencing the development of children’s creativity.
Journal of Childhood, Education & Society, 5(2), 176-200.
Splinter, S. E., Depaepe, F., Verschaffel, L. et Torbeyns, J.
(2024). Perceptual subitizing performance in 3- and 4-year-olds: The impact of visual features of sets.
Journal of Experimental Child Psychology, 244, 105946.
Steinmassl, K. et Paulus, M.
(2024). Malleability of the sense of bodily self in early childhood: 5- and 6-year-old children show the enfacement illusion.
Journal of Experimental Child Psychology, 246, 105990.
Suntheimer, N. M. et Wolf, S.
(2024). Duration of poverty and Ghanaian children’s learning and executive function outcomes.
Applied Developmental Science, 28(3), 409-425.
Turnbull, K. L. P. DeCoster, J., Downer, J. T. et Williford, A. P.
(2024). Elucidating linkages of executive functioning to school readiness skill gains: The mediating role of behavioral engagement in the PreK classroom.
Early Childhood Research Quarterly, 69(4^e quartier), 38-48.
Ul Hassan, M., Kouser, T., Hussain Chaudhary, A. et Nawaz, H.
(2024). Unmasking the Effect of Teachers’ Socio-Demographic Attributes on Promoting Early Childhood Development: Children’s Cognitive and Emotional Empathy into School.
International Journal of Early Childhood, 56(2), 315-337.
Wang, Z., Wong, R. K. S., Wong, P. Y. H., Ho, F. C. et Cheng, D. P. W.
(2024). Play and theory of mind in early childhood: a Hong Kong perspective.
Early Child Development and Care, 187(9), 1389-1402.
Yu, H., Hu, X., He, Y., Li, W. et Mai, X.
(2024). Preschoolers’ in-group bias promotes altruistic sharing and reduces second-party punishment: The role of theory of mind.
Journal of Experimental Child Psychology, 246, article 106015.
Zhang, J., Vohs, K. D. et Carlson, S. M.
(2024). Imagining the future improves saving in preschoolers.
Journal of Experimental Child Psychology, 246, article 105966.
Zhou, Y., Jiang, S. et Jiang, Y.
(2024). Towards Better Cultural Enlightenment: Identify Chinese Preschoolers’ Cultural Cognition Traits and Predictors.
Early Education and Development, 35(6), 1235-1255.
Zhu, C., Hong, Y., Dai, X., Chen, B. B. et Yan, N.
(2024). The Sibling Effect on Theory of Mind Among Chinese Preschoolers: Considering the Role of Parenting Style and Peer Interaction.
Early Education and Development, 35(8), 1809-1826.
Ahmadi, A., Chuang, S. S., McClelland, M., Gonzales, C. R. et Beh-Pajooh, A.
(2024). Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects.
Early Education and Development, 35(8), 1712-1739.
Choi, Y. J. et Kim, C.
(2024). A content analysis of cognitive, emotional, and social development in popular kids’ YouTube.
International Journal of Behavioral Development, 48(6), 497-510.
Ernst, J. R., Pan, S. E. et Carlson, S. M.
(2024). Remote assessment of the association between early executive function and mathematics skills.
Infant and Child Development, 33(5), article e2534.
Kamola, M., Granone, F., Grøsvik, K. et Reikerås, E.
(2024). High-quality strategies for supporting children’s problem-solving skills: a study on coding toy activities in Norwegian ECECs.
European Early Childhood Education Research Journal, 32(5), 814-833.
Hermida, M. J., Ruetti, E., Lipina, S. J. et Segretin, M. S.
(2024). Temperament ratings by parents and teachers as predictors of non-verbal ability in Argentinean preschoolers.
Infant and Child Development, 33(5), article e2527.
Hung, S. J. et Wang, H. F.
(2024). The Mediation Role of Executive Functioning on the Association Between Parental Responsiveness and Compliance in Preschoolers.
International Journal of Early Childhood, 56(3), 667-685.
Liu, Q., Zhang, Y. et Razza, R. A.
(2024). Preschoolers’ Attentional and Behavioral Regulation: Differential Pathways through Poverty and Parenting.
Journal of Child and Family Studies, 33(10), 3384-3401.
Ma, S., Cui, Y. K., Wan, S., Chen, E. E. et Corriveau, K. H.
(2024). Children consider informants' explanation quality with their social dominance in seeking novel explanations.
Child Development, 95(6), 2119-2132.
McVey Neufeld, S. F., MacGowan, T. L. et Schmidt, L. A.
(2024). Siblings at home: Moderating influence of sibling presence and composition on the relation between problem behaviors and Theory of Mind in early childhood.
Journal of Experimental Child Psychology, 247, article 106028.
Ritoša, A., Almqvist, L., Danielsson, H. et Granlund, M.
(2024). Profiles of State and Trait Engagement of Preschool Children.
Early Education and Development, 35(8), 1758-1772.
Tzuriel, D., Weiss, T. et Kashy-Rosenbaum, G.
(2024). The effects of working memory training on working memory, self-regulation, and analogical reasoning of preschool children.
British Journal of Educational Psychology, 94(4), 1132-1160.
Veraksa, A.N., Veresov, N.N., Sukhikh, V.L., Gavrilova, M. N. et Plotnikova, V. A.
(2024). Play to Foster Children’s Executive Function Skills: Exploring Short-and Long-Term Effects of Digital and Traditional Types of Play.
International Journal of Early Childhood, 56(3), 687-709.
Édith Allard Caroline Bouchard et Richard, V.
(2024). L’effet de l’accompagnement de l’enseignante dans le jeu de construction des enfants sur leurs habiletés de la pensée à l’éducation préscolaire 4 ans.
Revue internationale de communication et socialisation, 11(2), 242-258.
Carrick, N.
(2024). A tale of fantasy use in children’s picture books.
Early Child Development and Care, 194(15-16), 1497-1510.
Akbulut, M. E., Etel, E., Tahiroğlu, D. et Selçuk, A. B.
(2023). Children’s Social Understanding Scale-Short Form: Adaptation to Turkish Sample.
Early Education and Development, 34(1), 329-347.
Allee, K. A., Clark, M. H., Roberts, S. K. et Hu, B.
(2023). Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens.
Journal of Research in Childhood Education, 37(2), 197-215.
Bisagno, E., Cadamuro, A. et Morra, S.
(2023). Multiple influences of working memory capacity on number comprehension: The interplay with metacognition and number-specific prerequisites.
Journal of Experimental Child Psychology, 226, article 105568.
Boyer, W.
(2023). Development, Construct Validation, and Normalization of a New Early Childhood Self-Regulation Assessment Scale.
Early Childhood Education Journal, 51(4), 627-640.
Breyel, S. et Pauen, S.
(2023). How prior experience in analogous tasks affects three-year-olds’ tool making.
Cognitive Development, 65, article 101286.
Brown, E. D., Weaver, Z., Streich, M., Shivde, G. et Garnett, M.
(2023). Cortisol across preschool day relates to teacher ratings of executive functioning for children facing economic hardship.
Early Childhood Research Quarterly, 62(1^st quarter), 31-40.
Chai, K.-X., Xu, F., Swaboda, N. et Ruggeri, A.
(2023). Preschoolers' information search strategies: Inefficient but adaptive.
Frontiers in Psychology, 13, article 1080755.
Deutchman, P. et McAuliffe, K.
(2023). Children use common knowledge to solve coordination problems.
Developmental Psychology, 59(5), 987-993.
Fuke, T. S. S., Kamber, E., Alunni, M. et Mahy, C. E. V.
(2023). The emergence of procrastination in early childhood: Relations with executive control and future-oriented cognition.
Developmental Psychology, 59(3), 579–593.
Guimaraes, S.
(2023). The representation of mental states in young children’s writings: the role of early narratives in supporting theory of mind.
Early Child Development and Care, 193(1), 46-59.
Hjuler, T. F., Sonne, T., Kingo, O. S., Berntsen, D. et Krøjgaard, P.
(2023). “I can’t remember!” Three-year-olds struggle to strategically access encoded and consolidated memories.
Cognitive Development, 65, article 101292.
Hunter, B. K. et Markant, J.
(2023). Caregiver faces capture 6- to 10-year-old children’s attention during an online visual search task.
Developmental Psychology, 59(2), 344-352.
Hoyer, R. S., Pakulak, E., Bidet-Caulet, A. et Karns, C. M.
(2023). Relationships among age, socioeconomic status, and distractibility in preschoolers as assessed by the Competitive Attention Test.
Journal of Experimental Child Psychology, 227, article 105584.
Jin, M. et Moran, M.J.
(2023). Preschoolers’ Cooperative Problem-Solving During Play in Chinese and U.S. Classrooms.
Early Childhood Education Journal, 51(3), 503–513.
Kamiya, Y. et Nomura, M.
(2023). Evaluating the impact of early childhood education on child development in Lao PDR.
International Journal of Early Years Education, 31(1), 10-30.
Kerr-German, A., Tas, A. C. et Buss, A. T.
(2023). A multi-method approach to addressing the toddler data desert in attention research.
Cognitive Development, 65, article 101293.
Klein-Radukic, S. et Zmyj, N.
(2023). The predictive value of the cognitive scale of the Bayley Scales of Infant and Toddler Development-III.
Cognitive Development, 65, article 101291.
Lee, J., Joswick, C. et Pole, K.
(2023). Classroom Play and Activities to Support Computational Thinking Development in Early Childhood.
Early Childhood Education Journal, 51(3), 457-468.
Li, F., Jiang, Y., Zhang, B., Zhu, X. et Sha, T.
(2023). The relationship between theory of mind and social competence with peers in Chinese urban preschoolers: the effects of rater, age, and gender.
Early Child Development and Care, 193(3), 432-446.
Loomis, A.M., Freed, S. et Coffey, R.
(2023). Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis.
Early Childhood Education Journal, 51(1), 179-188.
Lucenet, J. et Blaye, A.
(2023). Contextual adaptation of cognitive flexibility in kindergartners and fourth graders.
Journal of Experimental Child Psychology, 227, article 105586.
Mehmet, B. et Bay, E.
(2023). The effect of project-based STEAM activities on the social and cognitive skills of preschool children.
Early Child Development and Care, 193(5), 679-697.
Orr, E. et Dorfberger, S.
(2023). Forest kindergarten: fostering ecological cognition and executive function in preschoolers.
Early Child Development and Care, 193(5), 698-707.
Poulin-Dubois, D., Goldman, E. J., Meltzer, A. et Psaradellis, E.
(2023). Discontinuity from implicit to explicit theory of mind from infancy to preschool age.
Cognitive Development, 65, article 101273.
Radesky, J. S., Kaciroti, N., Weeks, H. M., Schaller, A. et Miller, A. L.
(2023). Longitudinal Associations Between Use of Mobile Devices for Calming and Emotional Reactivity and Executive Functioning in Children Aged 3 to 5 Years.
JAMA Pediatrics, 177(1), 62-70.
Ralph, R., Code, J. et Petrina, S.
(2023). Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads.
International Journal of Early Years Education, 31(1), 251-268.
Sakata, C., Ueda, Y. et Moriguchi, Y.
(2023). The contextual cueing effect disappears during joint search in preschool children.
Journal of Experimental Child Psychology, 227, article 105592.
Saracho, O.N.
(2023). Theories of Child Development and Their Impact on Early Childhood Education and Care.
Early Childhood Education Journal, 51(1), 15-30.
Sayer, C. M. et Doherty, M. J.
(2023). Understanding of spatial correspondence does not contribute to representational understanding: Evidence from the model room and false belief tasks.
Developmental Psychology, 59(5), 976-986.
Shahaeian, A., Haynes, M. et Frick, P. J.
(2023). The role of language in the association between theory of mind and executive functioning in early childhood: New longitudinal evidence.
Early Childhood Research Quarterly, 62(1^st quarter), 251-258.
Stahl, A. E., Pareja, D. et Feigenson, L.
(2023). Early understanding of ownership helps infants efficiently organize objects in memory.
Cognitive Development, 65, article 101274.
Suppalarkbunlue, W., Chutabhakdikul, N., Lertladaluck, K. et Moriguchi, Y.
(2023). Promoting Inhibitory Control in Preschool Children Through Music-Movement Activities in the Classroom.
Journal of Research in Childhood Education, 37(2), 275-291.
Tummeltshammer, K. et Amso, D.
(2023). Infants use contextual memory to attend and learn in naturalistic scenes.
Infancy, 28(3), 634-649.
Walker, D., Buzhardt, J., Jia, F., Schnitz, A., Irvin, D. W. et Greenwood, C. R.
(2023). Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers.
Topics in Early Childhood Special Education, 42(4).
Xia, M., Poorthuis, A. M.G. et Thomaes, S.
(2023). Why do young children overestimate their task performance? A cross-cultural experiment.
Journal of Experimental Child Psychology, 226, article 105551.
Yang, Y., Zhang, X. et Huo, S.
(2023). Pathways to arithmetic, geometry, and measurement in preschool children: The role of general cognitive and language skills.
Early Childhood Research Quarterly, 62(1^st quarter), 315-323.
Zhao, X. et Yang, X.
(2023). She succeeded despite lack of ability or resources: Children’s consideration of constraint in beliefs and reasoning about academic achievement.
Developmental Psychology, 59(3), 594-608.
Zupan, Z., Blagrove, E. L. et Watson, D. G.
(2023). Development of dynamic attention: Time-based visual selection for objects in motion between 6–12 years of age.
Developmental Psychology, 59(2), 312–325.
Armitage, K. L., Suddendorf, T., Bulley, A., Bastos, A. P. M., Taylor, A. H. et Redshaw, J.
(2023). Creativity and flexibility in young children's use of external cognitive strategies.
Developmental Psychology, 59(6), 995-1005.
Bers, M. U., Blake-West, J., Kapoor, M. J., Levinson, T., Relkin, E., Unahalekhaka, A. et Yang, Z.
(2023). Coding as another language: Research-based curriculum for early childhood computer science.
Early Childhood Research Quarterly, 64(3rd quarter), 394-404.
Burdett, E. R. R. et Ronfard, S.
(2023). Tinkering to innovation: How children refine tools over multiple attempts.
Developmental Psychology, 59(6), 1006-1016.
Chen, Y., Han, C., Yu, X., Yang, X., Jiang, J. et Zhao, Y.
(2023). Contributions of cognitive flexibility, inhibition and number label knowledge to numerical equivalence in 3- to 5-year-old children.
British Journal of Developmental Psychology, 41(2), 140-156.
Erol, A., Erol, M. et Başaran, M.
(2023). The effect of STEAM education with tales on problem solving and creativity skills.
European Early Childhood Education Research Journal, 31(2), 243-258.
Fibla, L., Forbes, S. H., McCarthy, J., Mee, K., Magnotta, V., Deoni, S., Cameron, D. et Spencer, J. P.
(2023). Language Exposure and Brain Myelination in Early Development.
Journal of Neuroscience, 43(23), 4279-4290.
Lucas, F.
(2023). Talking to babies changes their brains on a cellular level.
The Sector.
Flanagan, T., Wong, G. et Kushnir, T.
(2023). The minds of machines: Children's beliefs about the experiences, thoughts, and morals of familiar interactive technologies.
Developmental Psychology, 59(6), 1017-1031.
Hughes, C., Foley, S., Browne, W., McHarg, G. et Devine, R. T.
(2023). Developmental links between executive function and emotion regulation in early toddlerhood.
Infant Behavior and Development, 71, article 101782.
Miller, S. E., Galvagno, L. G. et Elgier, Á.
(2023). Universality and context-specificity in early executive function development.
Infant Behavior and Development, 71, article 101841.
Nancekivell, S. E., Davidson, N. S., Noles, N. S. et Gelman, S. A.
(2023). Preliminary evidence for progressions in ownership reasoning over the preschool period.
Developmental Psychology, 59(6), 1116-1125.
Ribner, A. D., Ahmed, S. F., Miller-Cotto, D. et Ellis, A.
(2023). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades.
Early Childhood Research Quarterly, 64(3rd quarter), 84-93.
Ruffman, T.
(2023). Belief it or not: How children construct a theory of mind.
Child Development Perspectives, 17(2), 106- 112.
Szabó-Morvai, Á., Horn, D., Lovász, A. et De Witte, K.
(2023). Universal preschool and cognitive skills - the role of school starting age as a moderating factor.
Early Childhood Research Quarterly, 64(3rd quarter), 278-289.
Yang, Q., Ansari, A., Purtell, K. M., Pianta, R. C., Whittaker, J. V. et Vitiello, V. E.
(2023). Classroom skill compositions and preschoolers’ early academic and executive function outcomes.
Early Childhood Research Quarterly, 64(3rd quarter), 290-301.
Yang, W., Gao, H., Jiang, Y. et Li., H.
(2023). Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children.
Early Childhood Research Quarterly, 64(3rd quarter), 324-330.
Akhavein, K., Clark, C. A. C., Nelson, J. M., Espy, K. A. et Finch, J. E.
(2023). The longitudinal contributions of preschool executive functions and early math abilities to arithmetic skills in elementary school.
Cognitive Development, 68, article 101388.
Amukune, S., Józsa, G. et Józsa, K.
(2023). Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers.
International Journal of Early Childhood, 55, 205-222.
Areljung, S., Bäckström, L. et Grenemark, E.
(2023). Young children’s learning in physics: a (dis-)trustful play with gravity, friction and counterforces?
European Early Childhood Education Research Journal, 31(4), 660-672.
Aubuchon, O., Libenstein, J., Moënner, M., Séguin, M., Bellerose, J., Bernier, A. et Beauchamp, M. H.
(2023). What contributes to false belief understanding in childhood? A multidimensional approach.
Cognitive Development, 68, article 101382.
Baker, E. R. et Woodward, A. M.
(2023). The preschooler’s moral self and executive functions: An experimental approach with exclusion.
Cognitive Development, 66, article 101310.
Blankenship, T. L. et Kibbe, M. M.
(2023). “Plan chunking” expands 3-year-olds' ability to complete multiple-step plans.
Child Development, 94(5), 1330–1339.
Brezack, N., Pan, S., Chandler, J. et Woodward, A. L.
(2023). Toddlers’ action learning and memory from active and observed instructions.
Journal of Experimental Child Psychology, 232, article 105670.
Campana, K. et Mills, J. E.
(2023). Playing, tinkering, and problem solving: Understanding early computational thinking in libraries and museums.
Journal of Early Childhood Research, 21(3), 369-383.
Castellanos-Ryan, N., Parent, S., Chaput-Langlois, S., Rioux, C., Jacques, S., Simard, C., Tremblay, R. E., Séguin, J. R. et Zelazo, P. D.
(2023). Modelling executive function across early childhood: Longitudinal invariance, development from 3.5 to 7 years and later academic performance.
Cognitive Development, 68, article 101365.
Crimston, J., Redshaw, J. et Suddendorf, T.
(2023). What are the odds? Preschoolers’ ability to distinguish between possible, impossible, and probabilistically distinct future outcomes.
Developmental Psychology, 59(10), 1881-1891.
Danovitch, J. H., Scofield, J., Williams, A. J., Davila, L., Bui, C.
(2023). Children’s selective information transmission in STEM and non-STEM domains.
Cognitive Development, 66, article 101332.
Delfin, A. B. et Wang, W.
(2023). The influence of pretend ‘technologies’ on children’s cognitive development in symbolic play.
International Journal of Play, 12(3), 387-402.
Deodhar, A. V. et Berthenthal, B. I.
(2023). How Attention Factors into Executive Function in Preschool Children.
Frontiers in psychology, 14, article 1146101.
DiCarlo, C.F., Ota, C.L., Bankston, J. et Dahl, A.
(2023). Child-Sustained Attention in Two-Year-Olds.
Early Childhood Education Journal, 51, 1215-1225.
Dragon, M. et Poulin-Dubois, D.
(2023). To copy or not to copy: A comparison of selective trust and overimitation in young children.
Cognitive Development, 66, article 101316.
Stéphanie Duval Noémie Montminy Lorie-Marlène Brault Foisy, Arapi, E. et Vézina, S.-A.
(2023). Examining the relation between adult scaffolding of make-believe play and children’s executive functions: an observational study conducted in a natural educational setting.
Early Child Development and Care, 193(8), 1022-1040.
Edgar, E. V., Eschman, B., Todd, J. T., Testa, K., Ramirez, B. et Bahrick, L. E.
(2023). The effects of socioeconomic status on working memory in childhood are partially mediated by intersensory processing of audiovisual events in infancy.
Infant Behavior and Development, 72, article 101844.
Esenturk, B. C. et Asi, D.
(2023). Teachers predicting self-regulation skills of children: the relationships among teacher beliefs, teaching intentions and preschoolers’ self-regulation skills.
Education 3-13, 51(7), 1195-1207.
Filip, A., Białek, A. et Białecka-Pikul, M.
(2023). Both syntactic and pragmatic sentence adequacy matters for recursive theory of mind in 5-year-olds.
Cognitive Development, 66, article 101297.
Fung, W. K. et Chung, K. K. H.
(2023). Longitudinal association between children’s mastery motivation and cognitive school readiness: Executive functioning and social–emotional competence as potential mediators.
Journal of Experimental Child Psychology, 234, article 105712.
Gottfried, M., Little, M. et Ansari, A.
(2023). Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills?
Early Education and Development, 34(8), 1799-1815.
Guerrero, S. Núñez, M. et Corbacho, C.
(2023). Shaping executive function in pre-school: The role of early educational practice.
Cognitive Development, 67, article 101344.
Hoicka, E., Powell, S., Rose, S. E., Reindl, E. et Tennie, C.
(2023). The Early Independent Problem Solving Survey (EIPSS): Its psychometric properties in children aged 12-47 months.
Cognitive Development, 68, article 101366.
Hu, B Y., Guan, L., Ye, F., Vitiello, V. E., Roberts, S. K, Li, Y.H et Wu, Q.
(2023). Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching.
Early Education and Development, 34(6), 1376-1397.
Huang, R., Baker, E. R. et Schneider, J. M.
(2023). Executive function skills account for a bilingual advantage in English novel word learning among low-income preschoolers.
Journal of Experimental Child Psychology, 235, article 105714.
Huang, R., Baker, E. R. et Wang, T.
(2023). Early bilingualism enhances theory of mind in children from low-income households via executive function skills.
Cognitive Development, 68, article 101389.
Ishikawa, M., Moriguchi, Y. et Kanakogi, Y.
(2023). Relationship between executive function and persistence in 5-year-olds.
Cognitive Development, 67, article 101361.
Izumi-Taylor, S.
(2023). The Mimaru Approach: Supporting young children’s problem-solving skills in Japan.
Childhood Education, 99(6), 30-35.
Jarrold, C., Li, K. et Wang, T.
(2023). A novel approach to measuring the developmental interactions between working memory and inhibitory control in young children.
Cognitive Development, 67, article 101362.
Jensen, T. S., Sonne, T., Kingo, O. S., Berntsen, D. et Krøjgaard, P.
(2023). Children below two years of age spontaneously recall an event with Magical Teddies.
Cognitive Development, 66, article 101311.
Johnson, A. D., Partika, A., Martin, A., Horm, D., Phillips, D. A. et the Tulsa SEED Study Team.
(2023). A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.
Child Development, 94(5), 1298-1318.
Kerr-German, A., Mohammad, S., Busch, C., Rothberg, M., Hudson, H., Tuman, J. et Gordon, C.
(2023). Cultivating the toddler data desert with the Visual Attention Processing Protocol (VAPP): A novel scalable measure of individual differences in attentional processing from 2 to 6 years old.
Cognitive Development, 68, article 101385.
Kollakowski, N.-A., Mammen, M. et Paulus, M.
(2023). What is the implicit self in infancy? A classification and evaluation of current theories on the early self.
Cognitive Development, 68, article 101394.
Lee, C., Jessop, A., Bidgood, A., Peter, M. S., Pine, J. M., Rowland, C. F. et Durrant, S.
(2023). How executive functioning, sentence processing, and vocabulary are related at 3 years of age.
Journal of Experimental Child Psychology, 233, article 105693.
Li-Grining, C. P., Stockdale, L., Cunningham, A., Bradley, K., Papadakis, J. L., Flores-Lamb, V., Marcus, M. et Radulescu, M.
(2023). Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods.
Early Education and Development, 34(6), 1289-1304.
Mulvihill, A., Armstrong, R., Casey, C., Redshaw, J., Scarinci, N. et Slaughter, V.
(2023). Early childhood educators' mental state language and children's theory of mind in the preschool setting.
British Journal of Developmental Psychology, 41(3), 227-245.
Nejati, V. et Zavarei, B.
(2023). Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers.
Journal of Research in Childhood Education, 37(4), 636-646.
Okanda, M., Itakura, S., Király, I. et Somogyi, E.
(2023). Do you know the answers? Japanese and Hungarian preschoolers’ response tendencies to comprehensible and incomprehensible yes-no questions.
Cognitive Development, 67, article 101357.
Patwardhan, I., Gordon, C. et Mason, W. A.
(2023). Trajectories of cognitive flexibility through kindergarten and first grade: Implications for externalizing and internalizing behavior problems in the second grade.
Developmental Psychology, 59(10), 1794-1806.
Pietto, M. L., Giovannetti, F., Segretin, M. S., Kamienkowski, J. E. et Lipina, S. J.
(2023). Increased integration of functional connectivity after cognitive intervention in preschoolers from low socioeconomic status.
Developmental Psychology, 59(10), 1823-1838.
Prager, E. O., Ernst, J. R., Mazzocco, M. M.M. et Carlson, S. M.
(2023). Executive function cumand mathematics in preschool children: Training and transfer effects.
Journal of Experimental Child Psychology, 232, article 105663.
Ramos, C., Pereira, A. F., Feher, A. et Baptista, J.
(2023). How does sensitivity influence early executive function? A critical review on hot and cool processes.
Infant Behavior and Development, 73, article 101895.
Sánchez-Pérez, N., Gracia-Esteban, M., Santamaría-Gutiez, R. et López-Crespo, G.
(2023). Contact with nature and executive functions: A pilot study with Spanish preschoolers.
Journal of Childhood, Education & Society, 4(3), 234-248.
Sands, K. R., Monroe, A. J. et Mills, C. M.
(2023). “How do fish breathe underwater?”: Young children’s ability to evaluate and remember different types of explanations regarding biological phenomena.
Cognitive Development, 66, article 101330.
Schlegelmilch, K. et Wertz, A. E.
(2023). Grass and gravel: Investigating visual properties preschool children and adults use when distinguishing naturalistic images.
Cognitive Development, 66, article 101324.
Schulz, D., Segerer, R., Lenhard, W., Mangold, M., Schindler, J. et Richter, T.
(2023). Assessing inhibitory control in kindergarten children: Validity of integrating response accuracy and response latency.
Cognitive Development, 68, article 101392.
Sehl, C. G., Denison, S. et Friedman, O.
(2023). Local or foreign? Flexibility in children’s preference for similar others.
Developmental Psychology, 59(12), 2333-2341.
Silva, E. F., Dembogurski, B. J. et Semaan, G. S.
(2023). A literature review of computational thinking in early ages.
International Journal of Early Years Education, 31(3), 753-772.
Suppalarkbunlue, W., Duangchaiyoosook, S., Khruapradit, V. et Kilenthong, W. T.
(2023). Material incentive motivation and working memory performance of kindergartners: A large-scale randomized controlled trial.
Journal of Experimental Child Psychology, 235, article 105730.
Tecwyn, E. C., Mazumder, P. et Buchsbaum, D.
(2023). One- and two-year-olds grasp that causes must precede their effects.
Developmental Psychology, 59(8), 1519-1531.
Veldman, S. L., Hammersley, M. L., Howard, S. J., Stanley, R. M., Okely, A. D. et Jones, R. A.
(2023). Associations of gross motor skills with self-regulation and executive function in preschool-aged children.
Australasian Journal of Early Childhood, 48(3), 234-246.
Wang, C. et Wang, Z.
(2023). The effects of model age and familiarity on children's reproduction of ritual behaviour.
British Journal of Developmental Psychology, 41(3), 259-275.
Watts, T. W., Li, C., Pan, X. S., Gandhi, J., McCoy, D. C. et Raver, C. C.
(2023). Impacts of the Chicago School Readiness Project on measures of achievement, cognitive functioning, and behavioral regulation in late adolescence.
Developmental Psychology, 59(12), 2204-2222.
Webster, M. F., Leverett, K. L., Williamson, R. et Brosnan, S. F.
(2023). Children’s endowment effect is impacted by the salience of the object, but not the duration of possession or the object’s tangibility.
Cognitive Development, 66, article 101331.
Whitaker, A. A., Yoo, P. Y., Vandell, D. L., Duncan, G. J. et Burchinal, M.
(2023). Predicting adolescent and young adult outcomes from emotional support and cognitive stimulation offered by preschool-age home and early care and education settings.
Developmental Psychology, 59(12), 2189-2203.
Yang, Q. et Purtell, K. M.
(2023). Preschoolers’ Vocabulary Skills And Inhibitory Control: The Role Of Classroom Engagement.
Early Education and Development, 34(5), 1109-1127.
Yanaoka, K., Nishida, K. et Endo, T.
(2023). Asymmetric impacts of ingroup behaviors on delay of gratification in preschoolers.
Cognitive Development, 68, article 101381.
Yuan, J., Wang, X., Zhu, J. et Tian, M.
(2023). The effect of background music and noise on alertness of children aged 5–7 years: An EEG study.
Cognitive Development, 66, article 101295.
Zhu, Y., Jiao, D., Tanaka, E., Tomisaki, E., Watanabe, T., Sawada, Y., Li, X., Zhu, Z., Ajmal, A. et Anme, T.
(2023). Exploring Patterns of Self-control and the Relationship with Home-rearing Environment Among Preschoolers.
Early Childhood Education Journal, 51(8), 1349-1357.
Dewhirst, C. B.
(2023). Exploring the cognitive apprenticeship approach in teacher education: a case study of an early childhood practicum experience.
Early Child Development and Care, 193(8), 965-978.
Goncharova, Y. et Ross, J.
(2023). The self-concept questionnaire offers a multidimensional, developmentally sensitive measure of the capacity for self-reflection in young children.
Infant and Child Development, 32(6), article e2459.
Hou, X.-H., Liu, Y., Qin, X.-X. et Wang, L.-Y.
(2023). Social competence with peers and theory of mind among Chinese preschool children.
Infant and Child Development, 32(6), article e2463.
Jing, H., Fangfang, L., Yuan, X. et Rui, M.
(2023). Association among motor skills and fluid intelligence in children aged from 5 to 7 years with different sports skill learning.
Early Child Development and Care, 193(15-16), 1530-1542.
van Aswegen, E. C. et Pendergast, D.
(2023). The impact of interest: an emergent model of interest development in the early years.
Early Child Development and Care, 193(13-14), 1335-1349.
Wang, J., Wu, Y., Wu, J., Gong, Y., Dong, Y., Li, L. et Fang, H.
(2023). Enhancing 3-4-year-old rural Chinese children’s theory of mind: a randomized control trial to evaluate a parent-involved school-based dialogic reading intervention programme.
Early Child Development and Care, 193(15-16), 1543-1557.
Abdul Rahman, A., Tan, H.-K., Loo, S. T., Abdul Malik, A. B., Tan, K. H., Gluckman, P. D., Chong, Y. S., Meaney, M. J., Qiu, A. et Rifkin-Graboi, A.
(2022). Cognitive flexibility in preschoolers: A role for the late frontal negativity (LFN).
Cognitive Development, 63, article 101200.
Ahmad, S., Waldie, K. E., Morton, S. M. B. et Peterson, E. R.
(2022). Do Patterns of Levels of Socio-emotional Competence During Early Childhood Predict Executive Function at 4.5 Years?
Child Psychiatry & Human Development, 53(3), 448-457.
Ahmed, S. F., Ellis, A., Ward, K. P., Chaku, N. et Davis-Kean, P. E.
(2022). Working memory development from early childhood to adolescence using two nationally representative samples.
Developmental Psychology, 58(10), 1962-1973.
Al-Thani, T.
(2022). The relationship between physical education and cognitive development of preschool.
Journal of Educational and Developmental Psychology, 12(2), 83-93.
Austerberry, C., Fearon, P., Ronald, A., Leve, L. D., Ganiban, J. M., Natsuaki, M. N., Shaw, D. S., Neiderhiser, J. M. et Reiss, D.
(2022). Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood.
Child Development, 93(2), e188-e206.
Axelsson, E., Othman, N. N. et Kansal, N.
(2022). Temperament and children’s accuracy and attention during word learning.
Infant Behavior and Development, 69, article 101771.
Bachman, H. J., Miller, P., Elliott, L., Duong, S., Libertus, M. et Votruba-Drzal, E.
(2022). Associations among socioeconomic status and preschool-aged children’s, number skills, and spatial skills: The role of executive function.
Journal of Experimental Child Psychology, 221, article 105453.
Basco, S. A. et Élizabeth S., N.
(2022). Children’s use of verbal and nonverbal feedback during communicative repair : Associations with executive functioning and emotion knowledge.
Cognitive Development, 63, article 101199.
Bertels, J., San Anton, E., Boursain, E., Bulf, H. et Destrebecqz, A.
(2022). Visual statistical learning in infancy: Discrimination of fine-grained regularities depends on early test trials.
Infancy, 27(3), 462-478.
Booth, A. E., Shavlik, M. et Haden, C. A.
(2022). Exploring the foundations of early scientific literacy: Children’s causal stance.
Developmental Psychology, 58(12), 2302-2309.
Bruder, M. B. et Ferreira, K. E.
(2022). State Early Learning and Development Standards : A Unified Curriculum Framework for All Young Children.
Topics in Early Childhood Special Education, 42(2), 137‑149.
Bryant, L. J. et Cuevas, K.
(2022). The effects of reward on children’s Stroop performance: Interactions with temperament.
Child Development, 93(1), 17-31.
Callaghan, B. L., Choy, T., O’Sullivan, K., Routhier, E., Cabrera, N., Goode, V., Klein, T. et Tottenham, N.
(2022). Being the third wheel : Toddlers use bystander learning to acquire cue-specific valence knowledge.
Journal of Experimental Child Psychology, 219, article 10391.
Carretti, B., Giofrè, D., Toffalini, E., Cornoldi, C., Pastore, M. et Lanfranchi, S.
(2022). Structure of working memory in children from 3 to 8 years old.
Developmental Psychology, 58(9), 1687-1701.
Castillo, A. et Lopez, L. D.
(2022). Studying hot executive function in infancy: Insights from research on emotional development.
Infant Behavior and Development, 69, article 101773.
Chalik, L., Over, H. et Dunham, Y.
(2022). Preschool children weigh accuracy against partisanship when seeking information.
Journal of Experimental Child Psychology, 220, article 105423.
Cheung, S. K. et Chan, W. W. L.
(2022). The roles of different executive functioning skills in young children’s mental computation and applied mathematical problem-solving.
British Journal of Developmental Psychology, 40(1), 151-169.
Choi, Y., Luo, Y. et Baillargeon, R.
(2022). Can 5-month-old infants consider the perspective of a novel eyeless agent? New evidence for early mentalistic reasoning.
Child Development, 93(2), 571-581.
Conte, S., Baccolo, E., Bulf, H., Proietti, V. et Macchi Cassia, V.
(2022). Infants’ visual exploration strategies for adult and child faces.
Infancy, 27(3), 492-514.
Gago-Galvagno, L. G., Miller, S. E., De Grandis, M. C. et Elgier, Á. M.
(2022). Latin American early childhood education and social vulnerability links to toddlers’ executive function and early communication.
Journal for the Study of Education and Development, 45(2), 413-445.
Garcia, N. L., Dick, A. S. et Pruden, S. M.
(2022). Contributions of executive function to spatial thinking in young children.
Infant and Child Development, 31(4), article 2317.
Gelir, I.
(2022). Preschool children learn physics, biology, chemistry and forensic science knowledge with integrated teaching approaches.
International Journal of Early Years Education, 30(4), 891-905.
Guajardo, N. R., Nixon, B., Royster, L. et Roccato, R.
(2022). The roles of behavioral and affective cues and false belief in children’s trait attributions.
Journal of Experimental Child Psychology, 222, article 105475.
Hamamcı, B. et Dagal, A. B.
(2022). Self-regulation and play: how children’s play directed with executive function and emotion regulation.
Early Child Development and Care, 192(13), 2149-2159.
Hartwell, K., Brandt, S., Boundy, L., Barton, G. et Köymen, B.
(2022). Preschool children’s use of meta-talk to make rational collaborative decisions.
Child Development, 93(4), 1061‑1071.
Hassan, R. et Schmidt, L. A.
(2022). Inhibitory control, dyadic social behavior, and mental health difficulties in preschoolers.
Child Development, 93(3), 251-265.
Hatfield, B. E., Finders, J. K., Zandbergen, D. L. et Lewis, H.
(2022). Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System.
Early Education and Development, 33(7), 1222-1236.
Hawkins, L., Nyman, T. M. et Wilcox, T.
(2022). Infant’s recognition of three-dimensional form: Mirror image and structurally distinct objects.
Infant and Child Development, 31(3), article 2299.
Helm, A. F. et McDermott, J. M.
(2022). Impact of tablet use on young children’s inhibitory control and error monitoring.
Journal of Experimental Child Psychology, 222, article 105446.
Hernandez-Reif, M. et Gungordu, N.
(2022). Infant sleep behaviors relate to their later cognitive and language abilities and morning cortisol stress hormone levels.
Infant Behavior and Development, 67, article 101700.
Hoyne, C. et Egan, S. M.
(2022). ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development.
Journal of Experimental Child Psychology, 221, article 105424.
Huang, J., Siu, C. T.-S. et Cheung, H.
(2022). Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement.
Early Childhood Research Quarterly, 61(4th Quarter), 179‑189.
Imafuku, M. et Seto, A.
(2022). Cognitive basis of drawing in young children: relationships with language and imaginary companions.
Early Child Development and Care, 192(13), 2059-2065.
Immel, A.-S., Altgassen, M., Meyer, M., Endedijk, H.M. et Hunnius, S.
(2022). Self-projection in early childhood: No evidence for a common underpinning of episodic memory, episodic future thinking, theory of mind, and spatial navigation.
Journal of Experimental Child Psychology, 223, article 105481.
İvrendi, A., Erol, A. et Atan, A.
(2022). Children’s geometric skills: Any ties to self-regulation skills?
The Journal of Educational Research, 115(1), 1-10.
Jackson, S., Slade, L., Levy, J. P. et McCormick, S. F.
(2022). A longitudinal study of theory of mind and listening comprehension: Is preschool theory of mind important?
Journal of Experimental Child Psychology, 219, article 105388.
Jang, Y. et Hong, Y.-J.
(2022). The relationship between children’s temperament and fundamental movement skills mediated by autonomy and self-regulation.
Early Child Development and Care, 192(8), 1217-1228.
Jensen, T. S., Berntsen, D., Kingo, O. S. et Krøjgaard, P.
(2022). Distinct environmental cues trigger spontaneous recall of past events in 3- and 4-year-old children even after long delays.
Child Development, 93(4), 941‑955.
Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V. et McCrorie, P.
(2022). Nature-Based Early Childhood Education and Children’s Social, Emotional and Cognitive Development : A Mixed-Methods Systematic Review.
International Journal of Environmental Research and Public Health, 19(10), article 59-67.
Keskinkılıc, A. U., Emre, O. et Cosanay, B.
(2022). The predictive effect of problematic behaviours on cognitive tempo and attention level in 60–66 months old children.
Early Child Development and Care, 192(14), 2246-2255.
Klafka, M. et Liszkowski, U.
(2022). Four-year-olds adapt their deception to the epistemic states of others.
Cognitive Development, 64, article 101243.
Klofutar, Š., Jerman, J. et Torkar, G.
(2022). Direct versus vicarious experiences for developing children’s skills of observation in early science education.
International Journal of Early Years Education, 30(4), 863-880.
Kotsopoulos, D., Floyd, L., Dickson, B. A., Nelson, V. et Makosz, S.
(2022). Noticing and Naming Computational Thinking During Play.
Early Childhood Education Journal, 50(4), 699-708.
Lany, J., Aguero, A. et Thompson, A.
(2022). The temporal dynamics of labelling shape infant object recognition.
Infant Behavior and Development, 67, article101698.
Li, I., Shen, P.-S., Wu, M.-L. et Wang, W.
(2022). The relationship between preschoolers’ sensory regulation and temperament: implications for parents and early childhood caregivers.
Early Child Development and Care, 192(8), 1190-1200.
Li, X., Chen, J. et Zhang, Y.
(2022). A study on the use of mental state terms in natural contexts of Chinese children aged 3 to 6 years.
Journal of Experimental Child Psychology, 222, article 105470.
Longobardi, E., Spataro, P., Morelli, M. et Laghi, F.
(2022). Executive function ratings in educational settings: concurrent relations with cognitive and affective theory of mind.
Early Child Development and Care, 192(13), 2046-2058.
Mărcuș, O., Martins, E. C., Sassu, R. et Visu-Petra, L.
(2022). On the importance of being flexible: early interrelations between affective flexibility, executive functions and anxiety symptoms in preschoolers.
Early Child Development and Care, 192(6), 914-931.
Martínez–Sande, P. A., Pacheco, K. C., Martínez–González, M. B. et Chajin, L. H.
(2022). Cognitive development of children in vulnerable contexts: the role of psychosocial intervention.
Early Child Development and Care, 192(11), 1744-1751.
Mertala, P.
(2022). What, where, when and how: Finnish children’s perceptions of learning in preschool.
Early Child Development and Care,192(13), 2023-2035.
Miller-Cotto, D., Smith, L. V., Wang, A. H. et Ribner, A. D.
(2022). Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families.
Infant and Child Development, 31(1), e2286.
Nikkola, T., Reunamo, J. et Ruokonen, I.
(2022). Children’s creative thinking abilities and social orientations in Finnish early childhood education and care.
Early Child Development and Care, 192(6), 872-886.
Osterhaus, C., Kristen-Antonow, S., Kloo, D. et Sodian, B.
(2022). Advanced scaling and modeling of children’s theory of mind competencies: Longitudinal findings in 4- to 6-year-olds.
International Journal of Behavioral Development, 46(3), 251-259.
Palomino, C. I. et Brudvig, A.
(2022). Examining the role of demographic characteristics, attachment, and language in preschool children’s executive function skills.
Early Child Development and Care, 192(12), 1967-1981.
Pérez-Marín, D., Hijón-Neira, R. et Pizarro, C.
(2022). Coding in early years education: which factors influence the skills of sequencing and plotting a route, and to what extent?
International Journal of Early Years Education, 30(4), 969-985.
Pesch, A., Ridge, K. E., Suárez, S., McMyler, B. et Koenig, M. A.
(2022). Evaluations of epistemic and practical reasons for belief in a predominantly White U.S. sample of preschoolers.
Journal of Experimental Child Psychology, 223, article 105499.
Podjarny, G., Kamawar, D. et Andrews, K.
(2022). Two birds in the hand : Concurrent and switching cognitive flexibility in preschoolers.
Journal of Experimental Child Psychology, 220, article 105418.
Rademacher, A., Goagoses, N., Schmidt, S., Zumbach, J. et Koglin, U.
(2022). Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School.
Early Education and Development, 33(7), 1137-1151.
Rahman, A. A., Tan, H.-K., Loo, S. T., Malik, A. B. A., Tan, K. H., Gluckman, P. D., Chong, Y. S., Meaney, M. J., Qiu, A. et Rifkin-Graboi, A.
(2022). Cognitive flexibility in preschoolers : A role for the late frontal negativity (LFN).
Cognitive Development, 63, article 101200.
Ramanathan, G., Carter, D. et Wenner, J. A.
(2022). Framework for Scientific Inquiry in Preschool.
Early Childhood Education Journal, 50(7), 1263-1277.
Reindl, E., Völter, C. J., Campbell-May, J., Call, J. et Seed, A. M.
(2022). Exploring the development of attentional set shifting in young children with a novel Intradimensional/Extradimensional shift task.
Journal of Experimental Child Psychology, 221, article105428.
Reynolds, M. R., Niileksela, C. R., Gignac, G. E. et Sevillano, C. N.
(2022). Working memory capacity development through childhood : A longitudinal analysis.
Developmental Psychology, 58(7), 1254‑1263.
Richert, R. A. et Schlesinger, M. A.
(2022). Relations between fantasy and transfer of learning from storybooks.
Journal of Experimental Child Psychology, 222, article 105474.
Rodrigues, E. R., Hassan, R. et Schmidt, L. A.
(2022). Negative Emotionality and Internalizing Behaviors in Preschool Children: Moderating Role of Inhibitory Control.
Child Psychiatry & Human Development, 53, 1110-1118.
Rosiek, M.A., Etnier, J.L. et Willoughby, M.T. A.
(2022). Comparison of the Effects of Outdoor Physical Activity and Indoor Classroom-Based Activities on Measures of Executive Function in Preschoolers.
International Journal of Early Childhood, 54(2), 203-215.
Schleihauf, H., Herrmann, E., Fischer, J. et Engelmann, J. M.
(2022). How children revise their beliefs in light of reasons.
Child Development, 4(93), 1072‑1089.
Schneider, N., Greenstreet, E. et Deoni, S. C. L.
(2022). Connecting inside out: Development of the social brain in infants and toddlers with a focus on myelination as a marker of brain maturation.
Child Development, 93(2), 359-371.
Schröer, L., Cooper, R. P. et Mareschal, D.
(2022). Left, right, left, right: 24–36-months-olds’ planning and execution of simple alternating actions.
Infancy, 27(6), 1104-1115.
Shavlik, M., Köksal, Ö, French, B. F., Haden, C. A., Legare, C. H. et Booth., A. E.
(2022). Contributions of causal reasoning to early scientific literacy.
Journal of Experimental Child Psychology, 224, article 105509.
Simpson, A., Lipscombe, S. et Carroll, D. J.
(2022). Why are some inhibitory tasks easy for preschool children when most are difficult ?
Testing two hypotheses. Journal of Experimental Child Psychology, 220, 105431.
Skelton, A. E., Maule, J. et Franklin, A.
(2022). Infant color perception: Insight into perceptual development.
Child Development Perspectives, 16(2), 90-95.
Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C. et Ramchandani, P. G.
(2022). Can guidance during play enhance children’s learning and development in educational contexts ? A systematic review and meta-analysis.
Child Development, 93(4), 1162‑1180.
Slemming, W., Cele, R. et Richter, L. M.
(2022). Quality of early childcare in the home and cognitive development at age 5: results from the South African birth to Twenty Plus cohort study.
Early Child Development and Care, 192(8), 1284-1297.
Sobel, D. M., Benton, D., Finiasz, Z., Taylor, Y. et Weisberg, D. S.
(2022). The influence of children’s first action when learning causal structure from exploratory play.
Cognitive Development, 63, article 101194.
Sučević, J., Althaus, N. et Plunkett, K.
(2022). Discovering category boundaries: The role of comparison in infants’ novel category learning.
Infancy, 27(3), 533-554.
Suffill, E., Schonberg, C., Vlach, H. A. et Lupyan, G.
(2022). Children’s knowledge of superordinate words predicts subsequent inductive reasoning.
Journal of Experimental Child Psychology, 221, article 105449.
Takagi, Y. et Saltzstein, H. D.
(2022). Preschoolers’ gap in understanding of moral and prudential transgressions in real-life parent–child encounters.
Early Child Development and Care, 192(8), 1310-1323.
Theodosiadou, S. et Kyridis, A.
(2022). Making sense of the image of TV in Greek preschoolers’ drawings.
Journal of Early Childhood Research, 20(1), 42-58.
Vallorani, A., Brown, K. M., Fu, X., Gunther, K. E., MacNeill, L. A., Ermanni, B., Hallquist, M. N. et Pérez-Edgar, K.
(2022). Relations between social attention, expressed positive affect and behavioral inhibition during play.
Developmental Psychology, 58(11), 2036-2048.
van der Wilt, F., Smits-van der Nat, M. et van der Veen, C.
(2022). Shared Book Reading in Early Childhood Education: Effect of Two Approaches on Children’s Language Competence, Story Comprehension, and Causal Reasoning.
Journal of Research in Childhood Education, 36(4), 592-610.
Veraksa, A., Sukhikh, V., Veresov, N. et Almazova, O.
(2022). Which play is better ? Different play types and development of executive functions in early childhood.
International Journal of Early Years Education, 30(3), 560‑576.
Walker, S., Brownlee, J. L., Scholes, L. et Harris, C.
(2022). Understanding relationships between epistemic cognition and executive functioning: Implications for measurement and practice in early childhood.
Australasian Journal of Early Childhood, 47(2), 135-147.
Wang, L., Shi, D., Geng, F., Hao, X., Chanjuan, F. et Li, Y.
(2022). Effects of cognitive control strategies on coding learning outcomes in early childhood.
The Journal of Educational Research, 115(2), 133-145.
Waters, G. M., Dunning, P. L., Kapsokavadi, M. M., Morris, S. L. et Pepper, L. B.
(2022). Do Young Children Consider Similarities or Differences When Responding to Referential Questions?
International Journal of Early Childhood, 54(3), 321-337.
Weisberg, D. S. et Richert, R. A.
(2022). How, when, and what do young children learn from fictional stories?
Journal of Experimental Child Psychology, 221, article 105445.
Yu, C.-L. et Wellman, H. M.
(2022). Young Children Treat Puppets and Dolls Like Real Persons in Theory of Mind Research: A meta-analysis of false-belief understanding across ages and countries.
Cognitive Development, 63, article 101197.
Zeng, X., Yang, L., Zhu, X., Zhou, K., Zhang, J. et Yan, Z.
(2022). Preschoolers’ executive function boots the development of empathy: one-year cross-lagged panel analysis. 
Early Child Development and Care, 192(13), 2175-2183.
Zerrouk, M., Diaz, A. et Bell, M. A.
(2022). Inhibitory control moderates the association between fear and attention bias to snakes in middle childhood.
Cognitive Development, 64, article 101253.
Zudaire, I., Buil, R., Uriz, I. et Napal, M.
(2022). Mars Explorers: A Science Inquiry-Based Learning Project in Preschool.
International Journal of Early Childhood, 54(2), 297-320.
Carroll, D. J., Blakey, E. et Simpson, A.
(2022). Can we boost preschoolers’ inhibitory performance just by changing the way they respond?
Child Development, 92(6), 2205-2212.
Sareen, S., Doyle, F. L., Kemp, L. J., Northam, J. C., Morgan, B. G., Kimonis, E. R., Richmond, J. L., Le Pelley, M. E., Eapen, V., Frick, P. J., Hawes, D. J., Moul, C., Mehta, D. et Dadds, M. R.
(2022). Still connecting the dots: An investigation into infants’ attentional bias to threat using an eye-tracking task.
Infancy, 27(1), 46‑66.
Smith-Flores, A. S., Perez, J., Zhang, M. H. et Feigenson, L.
(2022). Online measures of looking and learning in infancy.
Infancy, 27(1), 4‑24.
Mallawaarachchi, S. R., Anglim, J., Hooley, M. et Horwood, S.
(2022). Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis.
Early Childhood Research Quarterly, 60, 13‑33.
Ulutas Keskinkılıc, A., Emre, O. et Cosanay, B.
(2022). The predictive effect of problematic behaviours on cognitive tempo and attention level in 60–66 months old children.
Early Child Development and Care, 192(14), 2246-2255.
Veijalainen, J., Reunamo, J. et Heikkilä, M.
(2021). Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care.
Early Child Development and Care, 191(2), 173-186.
Ahmed, S. F., Grammer, J. et Morrison, F.
(2021). Cognition in context: Validating group-based executive function assessments in young children.
Journal of Experimental Child Psychology, 208, article 105131.
Alfonso, S. V. et Lonigan, C. J.
(2021). Executive function, language dominance and literacy skills in Spanish-speaking language-minority children: A longitudinal study.
Early Childhood Research Quarterly, 57, 228-238.
Altenburger, L. E. et Schoppe-Sullivan, S. J.
(2021). Contributions of parenting quality and coparenting relationship quality to the development of child executive functioning.
Early Childhood Research Quarterly, 57, 133-143.
Angulo-Chavira, A. Q. et Arias-Trejo, N.
(2021). Mediated semantic priming interference in toddlers as seen through pupil dynamics.
Journal of Experimental Child Psychology, 208, article 105146.
Aydin, E., Ilgaz, H. et Allen, J. W. P.
(2021). Preschoolers’ learning of information from fantastical narrative versus expository books.
Journal of Experimental Child Psychology, 209, article 105170.
Becker, D. R. et Nader, P. A.
(2021). Run fast and sit still: Connections among aerobic fitness, physical activity, and sedentary time with executive function during pre-kindergarten.
Early Childhood Research Quarterly, 57, 1-11.
Benear, S. L., Ngo, C. T., Olson, I. R. et Newcombe, N. S.
(2021). Understanding relational binding in early childhood: Interacting effects of overlap and delay.
Journal of Experimental Child Psychology, 208, article 105152.
Bigelow, F. J., Clark, G. M., Lum, J. A. G. et Enticott, P. G.
(2021). The mediating effect of language on the development of cognitive and affective theory of mind.
Journal of Experimental Child Psychology, 209, article 105158.
Blakley, E. C., Gaspelin, N. et Gerhardstein, P.
(2021). The development of oculomotor suppression of salient distractors in children.
Journal of Experimental Child Psychology, 214, article 105291.
Bryant, L. M., Duncan, R. J. et Schmitt, S. A.
(2021). The Cognitive Benefits of Participating in Structured Sports for Preschoolers.
Early Education and Development, 32(5), 729-740.
Câmara-Costa, H., Pulgar, S., Cusin, F., Labrell, F. et Dellatolas, G.
(2021). Associations of language-based bedtime routines with early cognitive skills and academic achievement: A follow-up from kindergarten to middle school.
British Journal of Developmental Psychology, 39(4), 521‑539.
Doan, T., Friedman, O. et Denison, S.
(2021). Toddlers and Preschoolers Understand That Some Preferences Are More Subjective Than Others.
Child Development, 92(3), 853-861.
Eninger, L., Ferrer-Wreder, L., Eichas, K., Olsson, T. M., Hau, H. G., Allodi, M. W., Smedler, A.-C., Sedem, M., Gull, I. C. et Herkner, B.
(2021). A Cluster Randomized Trial of Promoting Alternative Thinking Strategies (PATHS®) With Swedish Preschool Children.
Frontiers in Psychology, 12, article 695288.
Erb, C. D., Moher, J. et Marcovitch, S.
(2021). Attentional capture in goal-directed action during childhood, adolescence, and early adulthood.
Journal of Experimental Child Psychology, 214, article 105273.
Fitamen, C. et Camos, V.
(2021).
Frontiers in Psychology, 12, article 659020.
Fong, F. T. K., Sommer, K., Redshaw, J., Kang, J. et Nielsen, M.
(2021). The man and the machine: Do children learn from and transmit tool-use knowledge acquired from a robot in ways that are comparable to a human model?
Journal of Experimental Child Psychology, 208, article 105148.
Forsberg, A., Blume, C. L. et Cowan, N.
(2021). The development of metacognitive accuracy in working memory across childhood.
Developmental Psychology, 57(8), 1297‑1317.
Fournier, I., Beck, S. R., Droit-Volet, S., Brogniart, J. et Osiurak, F.
(2021). Learning versus reasoning to use tools in children.
Journal of Experimental Child Psychology, 211, article 105232.
Ganea, P. A., Larsen, N. E. et Venkadasalam, V. P.
(2021). The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision.
Child Development, 92(3), 1137-1153.
Gençer, A. A. et Aytar, A. G.
(2021). The effect of dream and doodle books on children’s creative thinking skills.
European Journal of Education Studies, 8(6), 251-270.
Gerhard-Samunda, T. M., Jovanovic, B. et Schwarzer, G.
(2021). Role of manually-generated visual cues in crawling and non-crawling 9-month-old infants’ mental rotation.
Cognitive Development, 59, article 101053.
Gonthier, C. et Blaye, A.
(2021). Preschoolers are capable of fine-grained implicit cognitive control: Evidence from development of the context-specific proportion congruency effect.
Journal of Experimental Child Psychology, 210, article 105211.
Green, A., Siposova, B., Kita, S. et Michael, J.
(2021). Stopping at nothing: Two-year-olds differentiate between interrupted and abandoned goals.
Journal of Experimental Child Psychology, 209, article 105171.
Hamel, E., Joo, Y., Hong, S.-Y. et Burton, A.
(2021). Correction to: Teacher Questioning Practices in Early Childhood Science Activities.
Early Childhood Education Journal, 49(3), 385-385.
Harris, P. L.
(2021). Early Constraints on the Imagination: The Realism of Young Children.
Child Development, 92(2), 466-483.
Hopkins, E. J. et Lillard, A. S.
(2021). The Magic School Bus dilemma: How fantasy affects children’s learning from stories.
Journal of Experimental Child Psychology, 210, article 105212.
Jiao, X., Traverso, L. et Gai, X.
(2021). Examining the Effectiveness of Group Games in Enhancing Inhibitory Control in Preschoolers.
Early Education and Development, 32(5), 741-763.
Kalstabakken, A. W., Desjardins, C. D., Anderson, J. E., Berghuis, K. J., Hillyer, C. K., Seiwert, M. J., Carlson, S. M., Zelazo, P. D. et Masten, A. S.
(2021). Executive function measures in early childhood screening: concurrent and predictive validity.
Early Childhood Research Quarterly, 57, 144-155.
Kian, T., Parmar, P. K., Fabiano, G. F. et Pathman, T.
(2021). Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children’s Memory and Learning During Summer Camp at a Local Zoo.
Frontiers in Psychology, 12, article 657454.
Kingo, O. S., Sonne, T. et Krøjgaard, P.
(2021). Predicting explicit memory for meaningful cartoons from visual paired comparison in infants and toddlers.
Journal of Experimental Child Psychology, 215, article 105316.
Lawson, M., Chae, Y., Noriega, I. et Valentino, K.
(2021). Parent–child attachment security is associated with preschoolers’ memory accuracy for emotional life events through sensitive parental reminiscing.
Journal of Experimental Child Psychology, 209, article 105168.
Marcus, M., Acosta, D. I., Tõugu, P., Uttal, D. H. et Haden, C. A.
(2021). Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children.
Frontiers in Psychology, 12, article 689425.
Mattera, S., Rojas, N. M., Morris, P. A. et Bierman, K.
(2021). Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale Studies.
Frontiers in Psychology, 12, article 640702.
Metaferia, B. K., Futo, J. et Takacs, Z. K.
(2021). Parents’ Views on Play and the Goal of Early Childhood Education in Relation to Children’s Home Activity and Executive Functions: A Cross-Cultural Investigation.
Frontiers in Psychology, 12, article 646074.
Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B. et Waldie, K. E.
(2021). The development of cognitive functioning indices in early childhood.
Cognitive Development, 60, article 101098.
Office, F. P.
(2021). Erratum: Spatial Skills Associated With Block-Building Complexity in Preschoolers.
Frontiers in Psychology, 12, article 678894.
Panesi, S. et Morra, S.
(2021). Executive Function, Language, and the Toddler’s Discovery of Representational Drawing.
Frontiers in Psychology, 12, article 659569.
Perez, J. et Feigenson, L.
(2021). Stable individual differences in infants’ responses to violations of intuitive physics.
Proceedings of the National Academy of Sciences, 118(27), en ligne.
Qu, F., Shi, X., Zhang, A. et Gu, C.
(2021). Development of Young Children’s Time Perception: Effect of Age and Emotional Localization.
Frontiers in Psychology, 12, article 688165.
Reindl, E., Parkash, D., Völter, C. J. et Seed, A. M.
(2021). Thinking inside the box: Mental manipulation of working memory contents in 3- to 7-year-old children.
Cognitive Development, 59, article 101068.
Reyes-Jaquez, B. et Echols, C. H.
(2021). Looking beyond person-specific cues indicative of credibility: Reward rules and executive function predict preschoolers’ acceptance of (un)reliable assertions.
Journal of Experimental Child Psychology, 211, article 105227.
Salminen, J., Guedes, C., Lerkkanen, M. K., Pakarinen, E. et Cadima, J.
(2021). Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal.
Infant and Child Development, 30(3), e2222.
Savina, E.
(2021). Self-regulation in Preschool and Early Elementary Classrooms: Why It Is Important and How to Promote It.
Early Childhood Education Journal, 49(3), 493-501.
Schünemann, B., Schidelko, L. P., Proft, M. et Rakoczy, H.
(2021). Children understand subjective (undesirable) desires before they understand subjective (false) beliefs.
Journal of Experimental Child Psychology, 213, article 105268.
Sipe, S. J. et Pathman, T.
(2021). Memory at Play: Examining Relations Between Episodic and Semantic Memory in a Children’s Museum.
Child Development, 92(3), 270-284.
Tarłowski, A. et Rybska, E.
(2021). Young Children’s Inductive Inferences Within Animals Are Affected by Whether Animals Are Presented Anthropomorphically in Films.
Frontiers in Psychology, 12, article 634809.
Veraksa, A. N., Gavrilova, M. N., Bukhalenkova, D. А., Almazova, O., Veraksa, N. E. et Colliver, Y.
(2021). Does BatmanTM affect EF because he is benevolent or skilful? The effect of different pretend roles on pre-schoolers’ executive functions.
Early Child Development and Care, 191(10), 1567-1576.
Vivaldi, R. A. et Allen, M. L.
(2021). Beyond literal depiction: Children’s flexible understanding of pictures.
Journal of Experimental Child Psychology, 210, article 105208.
Wang, Z. et Wang, L.
(2021). Little pranksters: Inhibitory control mediates the association between false belief understanding and practical joking in young children.
International Journal of Behavioral Development, 45(3), 244-249.
Wass, S. V., Smith, C. G., Stubbs, L., Clackson, K. et Mirza, F. U.
(2021). Physiological stress, sustained attention, emotion regulation, and cognitive engagement in 12-month-old infants from urban environments.
Developmental Psychology, 57(8), 1179‑1194.
White, R. E., Thibodeau-Nielsen, R. B., Palermo, F. et Mikulski, A. M.
(2021). Engagement in social pretend play predicts preschoolers’ executive function gains across the school year.
Early Childhood Research Quarterly, 56, 103-113.
Wu, J., Liu, M. et Lin, W.
(2021). Impact of Teacher’s Mental State Talk on Young Children’s Theory of Mind: A Quasi-Experiment Study.
Frontiers in Psychology, 12, article 668883.
Wylie, B. E., Stolzenberg, S. N. et Evans, A. D.
(2021). Children’s accuracy in answering Why and How Come questions.
International Journal of Behavioral Development, 45(3), 238-243.
Yanaoka, K. et Saito, S.
(2021). Contribution of Executive Functions to Learning Sequential Actions in Young Children.
Child Development, 92(4), 581-598.
Zhu, R.
(2021). Preschoolers’ acquisition of producer-product metonymy.
Cognitive Development, 59, article 101075.
Waldman, M., McCoy, D. C., Seiden, J., Cuartas, J. et Fink, G.
(2021). Validation of motor, cognitive, language, and socio-emotional subscales using the Caregiver Reported Early Development Instruments: An application of multidimensional item factor analysis.
International Journal of Behavioral Development, 45(4), 368-377.
Lin, X., Yang, W., Wu, L., Zhu, L., Wu, D. et Li, H.
(2021). Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children.
Early Education and Development, 32(5), 695-713.
McDougal, E., Gracie, H., Oldridge, J., Stewart, T. M., Booth, J. N. et Rhodes, S. M.
(2021). Relationships between cognition and literacy in children with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis.
British Journal of Developmental Psychology, 40(1), 130-150.
Lindström, E. R., Chow, J. C., Zimmerman, K. N., Zhao, H., Settanni, E. et Ellison, A.
(2021). A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research.
Topics in Early Childhood Special Education, 41(3), 221-235.
Ata-Aktürk, A. et Demircan, H.Ö.
(2021). An Analysis of Picture Books for Children Aged 3 to 6 Years: Portrayals of Engineers and the Engineering Design Process.
International Journal of Early Childhood, 53, 261-278.
Baker, E. R., D’Esterre, A. P. et Weaver, J. P.
(2021). Executive function and Theory of Mind in explaining young children’s moral reasoning: A Test of the Hierarchical Competing Systems Model.
Cognitive Development, 58, article 101035.
Bower, C. A. et Liben, L. S.
(2021). Can a Domain-General Spatial Intervention Facilitate Children’s Science Learning? A Lesson From Astronomy.
Child Development, 92(1), 76-100.
Breitwieser, J. et Brod, G.
(2021). Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others.
Child Development, 92(1), 258-272.
Brinums, M., Redshaw, J., Nielsen, M., Suddendorf, T. et Imuta, K.
(2021). Young children’s capacity to seek information in preparation for a future event.
Cognitive Development, 58, article 101015.
Bunce, L. et Woolley, J. D.
(2021). Fantasy orientation and creativity in childhood: A closer look.
Cognitive Development, 57, article 100979.
Caporaso, J. S., Marcovitch, S. et Boseovski, J. J.
(2021). Executive function and the development of social information processing during the preschool years.
Cognitive Development, 58, article 101018.
Caza, J. S., O’Brien, B. M., Cassidy, K. S., Ziani-Bey, H. A. et Atance, C. M.
(2021). Tomorrow will be different: Children’s ability to incorporate an intervening event when thinking about the future.
Developmental Psychology, 57(3), 376-385.
Choi, K., Kirkorian, H. L. et Pempek, T. A.
(2021). Touchscreens for Whom? Working Memory and Age Moderate the Impact of Contingency on Toddlers’ Transfer From Video.
Frontiers in Psychology, 12, article 621372.
Cioffi, C. C., Griffin, A. M., Natsuaki, M. N., Shaw, D. S., Reiss, D., Ganiban, J. M., Neiderhiser, J. M. et Leve, L. D.
(2021). The role of negative emotionality in the development of child executive function and language abilities from toddlerhood to first grade: An adoption study.
Developmental Psychology, 57(3), 347-360.
Csink, V., Mareschal, D. et Gliga, T.
(2021). Does surprise enhance infant memory? Assessing the impact of the encoding context on subsequent object recognition.
Infancy, 26(2), 303-318.
Doherty, M. J., Wimmer, M. C., Gollek, C., Stone, C. et Robinson, E. J.
(2021). Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development.
Child Development, 92(1), 205-221.
Evans, N. S., Todaro, R. D., Schlesinger, M. A., Golinkoff, R. M. et Hirsh-Pasek, K.
(2021). Examining the impact of children’s exploration behaviors on creativity.
Journal of Experimental Child Psychology, 207, article 105091.
Geeraerts, S. B., Endendijk, J. J., Deković, M., Huijding, J., Deater‐Deckard, K. et Mesman, J.
(2021). Inhibitory Control Across the Preschool Years: Developmental Changes and Associations with Parenting.
Child Development, 92(1), 335-350.
Ghrear, S., Fung, K., Haddock, T. et Birch, S. A. J.
(2021). Only Familiar Information is a “Curse”: Children’s Ability to Predict What Their Peers Know.
Child Development, 92(1), 54-75.
Grenell, A. et Carlson, S. M.
(2021). Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge.
Journal of Experimental Child Psychology, 206, article 105079.
Guerrero-Rosada, P., Weiland, C., McCormick, M., Hsueh, J., Sachs, J., Snow, C. et Maier, M.
(2021). Null relations between CLASS scores and gains in children’s language, math, and executive function skills : A replication and extension study.
Early Childhood Research Quarterly, 54, 1‑12.
Horn, S. S., Bayen, U. J. et Michalkiewicz, M.
(2021). The Development of Clustering in Episodic Memory: A Cognitive-Modeling Approach.
Child Development, 92(1), 239-257.
James, B. T., Parrish, A. E., Guild, A. S., Creamer, C., Kelly, V., Perdue, B., Kelly, A. J. et Beran, M. J.
(2021). Go if you know: Preschool children’s movements reflect their metacognitive monitoring.
Cognitive Development, 57, article 101001.
Kayılı, G. et Erdal, Z.
(2021). Children’s problem solving skills: Does Drama Based Storytelling Method work?
Journal of Childhood, Education & Society, 2(1), 43-57.
Kloo, D., Sodian, B., Kristen‐Antonow, S., Kim, S. et Paulus, M.
(2021). Knowing minds: Linking early perspective taking and later metacognitive insight.
British Journal of Developmental Psychology, 39(1), 39-53.
Kuhn, M., Boise, C., Marvin, C. A. et Knoche, L. L.
(2021). Challenging Behaviors and Executive Function in Preschool-Aged Children: Relationships and Implications for Practice.
Infants & Young Children, 34(1), 46-65.
Lavis, L. et Mahy, C. E. V.
(2021). “I’ll remember everything no matter what!”: The role of metacognitive abilities in the development of young children’s prospective memory.
Journal of Experimental Child Psychology, 207, article 105117.
Li, Y., Wang, Y., Chen, X., Li, S. et Zhang, L.
(2021). Do children know that fantastic events in television programs are not real?
Cognitive Development, 58, article 101020.
Ling, D. S., Wong, C. D. et Diamond, A.
(2021). Children Only 3 Years Old Can Succeed at Conditional “If, Then” Reasoning, Much Earlier Than Anyone Had Thought Possible.
Frontiers in Psychology, 11, article 571891.
Moradlou, S., Zheng, X., Tian, Y. et Ginzburg, J.
(2021). Wh-Questions are understood before polar-questions: Evidence from English, German, and Chinese.
Journal of Child Language, 48(1), 157-183.
Mou, Y., Zhang, B., Piazza, M. et Hyde, D. C.
(2021). Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling.
Early Childhood Research Quarterly, 54, 125‑135.
Oeri, N. et Roebers, C. M.
(2021). Task persistence in kindergarten children: Disentangling age from schooling effects.
British Journal of Developmental Psychology, 39(1), 217-230.
Ruggeri, A., Walker, C. M., Lombrozo, T. et Gopnik, A.
(2021). How to Help Young Children Ask Better Questions?
Frontiers in Psychology, 11, article 586819.
Schröer, L., Cooper, R. P. et Mareschal, D.
(2021). Science with Duplo: Multilevel goal management in preschoolers’ toy house constructions.
Journal of Experimental Child Psychology, 206, article 105067.
Squires, C. et Manfra, L.
(2021). Preschoolers’ endogenously-triggered self-regulation.
Cognitive Development, 58, article 101032.
Uhlenberg, J. M. et Geiken, R.
(2021). Supporting Young Children’s Spatial Understanding : Examining Toddlers’ Experiences with Contents and Containers.
Early Childhood Education Journal, 49(1), 49‑60.
Van Bommel, J. et Palmér, H.
(2021). Young students’ views on problem solving versus problem posing.
Journal of Childhood, Education & Society, 2(1), 1-13.
White, R. E. et Carlson, S. M.
(2021). Pretending with realistic and fantastical stories facilitates executive function in 3-year-old children.
Journal of Experimental Child Psychology, 207, article 105090.
Dean, B., O’Carroll, S., Ginnell, L., Ledsham, V., Telford, E., Sparrow, S., Boardman, J. P. et Fletcher-Watson, S.
(2021). Longitudinal assessment of social cognition in infants born preterm using eye-tracking and parent–child play.
Infant and Child Development, 30(6), article 2275.
Ramanathan, S., Balasubramanian, N. et Faraone, S. V.
(2021). Association between transient financial stress during early childhood and pre-school cognitive and socioemotional development.
Infant and Child Development, 30(6), article 2267.
Silverman, I. W.
(2021). Gender differences in inhibitory control as assessed on simple delay tasks in early childhood: A meta-analysis.
International Journal of Behavioral Development, 45(6), 533-544.
Białecka-Pikul, M. et Białek, A.
(2021). Developmental continuity in coordination of perspectives as an alternative to the implicit and explicit theory of mind controversy.
Developmental Psychology, 57(11), 1772‑1786.
Hermansen, T. K., Ronfard, S., Harris, P. L. et Zambrana, I. M.
(2021). Preschool Children Rarely Seek Empirical Data That Could Help Them Complete a Task When Observation and Testimony Conflict.
Child Development, 92(6), 2546-2562.
Petersen, I. T., Bates, J. E., McQuillan, M. E., Hoyniak, C. P., Staples, A. D., Rudasill, K. M., Molfese, D. L. et Molfese, V. J.
(2021). Heterotypic continuity of inhibitory control in early childhood: Evidence from four widely used measures.
Developmental Psychology, 57(11), 1755‑1771.
Miller, A. R. et Saenz, L. P.
(2021). Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices.
Journal of Childhood, Education & Society, 2(3), 314‑337.
Bai, Y., Liu, B., Wang, L., Li, M., Zhang, S., Dang, R., Zheng, L., Yang, N. et Song, C.
(2021). Parenting Practices and Cognitive Development of Preschool-Aged Children: Evidence from Rural China.
Journal of Child and Family Studies, 30(12), 2980‑2991.
van der Aalsvoort, G., van der, Zee, S. et de Wit, T.
(2020). Improving science skills by practicing geometry and measurement in Kindergarten.
Early Child Development and Care, 190(4), 537‑548.
Alarcón, D. E. et Bonardi, C.
(2020). Under the influence of the environment : Children’s responding invigorated and biased by predictive cues.
Journal of Experimental Child Psychology, 191, 1-15.
Baron, A., Malmberg, L.-E., Evangelou, M., Nesbitt, K. et Farran, D.
(2020). The Play’s the Thing : Associations between Make-Believe Play and Self-Regulation in the Tools of the Mind Early Childhood Curriculum.
Early Education and Development, 31(1), 66‑83.
Beaudoin, C., Leblanc, É., Gagner, C. et Beauchamp, M. H.
(2020). Systematic Review and Inventory of Theory of Mind Measures for Young Children.
Frontiers in Psychology, 10, 1-23.
Beckner, A. G., Cantrell, L. M., DeBolt, M. C., Martinez, M., Luck, S. J. et Oakes, L. M.
(2020). Visual short-term memory for overtly attended objects during infancy.
Infancy, 25(3), 347-370.
Bernier, A., Beauchamp, M. H. et Cimon‐Paquet, C.
(2020). From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness.
Child Development, 91(1), 134‑145.
Chang, I.
(2020). Influences of executive function, language comprehension, and fluency on young children’s reading comprehension.
Journal of Early Childhood Research, 18(1), 44‑57.
Chien, H. Y.
(2020). Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills : Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded.
Frontiers in Psychology, 10, 1-11.
Coelho, L. A., Amatto, A. N., Gonzalez, C. L. R. et Gibb, R. L.
(2020). Building executive function in pre-school children through play : A curriculum.
International Journal of Play, 9(1), 128-142.
Demetriou, A., Kazali, E., Kazi, S. et Spanoudis, G.
(2020). Cognition and cognizance in preschool predict school achievement in primary school.
Cognitive Development, 54, article 100872.
Dündar‐Coecke, S., Tolmie, A. et Schlottmann, A.
(2020). Children’s reasoning about continuous causal processes: The role of verbal and non-verbal ability.
British Journal of Educational Psychology, 90(2), 364-381.
Geeraerts, S. B., Backer, P. M. et Stifter, C. A.
(2020). It takes two: Infants’ moderate negative reactivity and maternal sensitivity predict self-regulation in the preschool years.
Developmental Psychology, 56(5), 869-879.
Howard, S. J., Vasseleu, E., Batterham, M. et Neilsen-Hewett, C.
(2020). Everyday Practices and Activities to Improve Pre-school Self-Regulation : Cluster RCT Evaluation of the PRSIST Program.
Frontiers in Psychology, 11, 1-15.
Hu, B. Y., Fan, X., Wu, Y., LoCasale-Crouch, J. et Song, Z.
(2020). Teacher–child interaction quality and Chinese children’s academic and cognitive development : New perspectives from piecewise growth modeling.
Early Childhood Research Quarterly, 51, 242‑255.
Hughes, C., Devine, R. T., Mesman, J. et Blair, C.
(2020). Understanding the Terrible Twos: A longitudinal investigation of the impact of early executive function and parent-child interactions.
Developmental Science, 3(3), 1-28.
Jusiené, R., Rakickiené, L., Breidokiené, R. et Laurinaityté, I.
(2020). Executive function and screen-based media use in preschool children
Infant and Child Development, 29(1), 1-13.
Kaaz, T. et Heil, M.
(2020). Infants’ looking times in a 2-D mental rotation task.
Infant and Child Development, 29(2), 1-9.
Keller-Margulis, M. A. et Dempsey, A. G.
(2020). Cognitive and Academic Performance of Preschool-Age Children Born Preterm.
Early Childhood Education Journal, 48(2), 203-211.
Koch, F.-S., Sundqvist, A., Thornberg, U. B., Nyberg, S., Lum, J. A. G., Ullman, M. T., Barr, R., Rudner, M. et Heimann, M.
(2020). Procedural memory in infancy : Evidence from implicit sequence learning in an eye-tracking paradigm.
Journal of Experimental Child Psychology, 191, 1-15.
Korucu, I., Litkowski, E. et Schmitt, S. A.
(2020). Examining Associations between the Home Literacy Environment, Executive Function, and School Readiness.
Early Education and Development, 31(3), 455-473.
Köymen, B., Jurkat, S. et Tomasello, M.
(2020). Preschoolers refer to direct and indirect evidence in their collaborative reasoning.
Journal of Experimental Child Psychology, 193, 1-11.
Lecheile, B. M., Spinrad, T. L., Xu, X., Lopez, J. et Eisenberg, N.
(2020). Longitudinal relations among household chaos, SES, and effortful control in the prediction of language skills in early childhood.
Developmental Psychology, 56(4), 727-738.
Leigh, J.
(2020). Using creative research methods and movement to encourage reflection in children.
Journal of Early Childhood Research, 18(2), 130-142.
Lobo, F. M. et Lunkenheimer, E.
(2020). Understanding the parent-child coregulation patterns shaping child self-regulation.
Developmental Psychology, 56(6), 1121-1134.
Margoni, F. et Surian, L.
(2020). Conceptual continuity in the development of intent-based moral judgment.
Journal of Experimental Child Psychology, 194, 1-12.
Martin, D. U., Perry, C. et Kaufman, J.
(2020). Effects of a mirror on young children’s transgression in a gift-delay task.
British Journal of Developmental Psychology, 38(2), 205-218.
Mazachowsky, T. R. et Mahy, C. E. V.
(2020). Constructing the Children’s Future Thinking Questionnaire: A reliable and valid measure of children’s future-oriented cognition.
Developmental Psychology, 56(4), 756-772.
McLoughlin, N., Leech, K. A., Chernyak, N., Blake, P. R. et Corriveau, K. H.
(2020). Conflicting perspectives mediate the relation between parents’ and preschoolers’ self-referent mental state talk during collaboration.
British Journal of Developmental Psychology, 38(2), 255-267.
Meneghetti, C., Carretti, B., Lanfranchi, S. et Toffalini, E.
(2020). Spatial description learning in preschoolers : The role of perspective and individual factors.
Cognitive Development, 53, 1-12.
Moffet, L., Flannagan, C. et Shah, P.
(2020). The influence of environmental reliability in the marshmallow task: An extension study.
Journal of Experimental Child Psychology, 194, 1-14.
Nancekivell, S. E., Ho, V. et Denison, S.
(2020). Who knows what? Preschoolers appreciate the link between ownership and knowledge.
Developmental Psychology, 56(5), 880-887.
Narea, M., Arriagada, V. et Allel, K.
(2020). Center-Based Care in Toddlerhood and Child Cognitive Outcomes in Chile : The Moderating Role of Family Socio-Economic Status.
Early Education and Development, 31(2), 218‑233.
Nikiforidou, Z. et Stack, J.
(2020). The wolf was only feeling hungry : Emotional understanding and embodied cognition through dramatic play.
International Journal of Early Years Education, 28(1), 50‑62.
Oeri, N. et Roebers, C. M.
(2020). Regulating disappointment can impair cognitive performance in kindergarten children : Individual differences in ego depletion.
Journal of Experimental Child Psychology, 190, 1-10.
Oeri, N., Kälin, S. et Buttelmann, D.
(2020). The role of executive functions in kindergartens’ persistent and non-persistent behaviour.
British Journal of Developmental Psychology, 38(2), 337-343.
Öhlschläger, S. et Võ, M. L.-H.
(2020). Development of scene knowledge: Evidence from explicit and implicit scene knowledge measures.
Journal of Experimental Child Psychology, 194, 1-21.
Palmquist, C. M., Cheries, E. W. et DeAngelis, E. R.
(2020). Looking smart: Preschoolers’ judgements about knowledge based on facial appearance.
British Journal of Developmental Psychology, 38(1), 31-41.
Prabhakar, J. et Ghetti, S.
(2020). Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood.
Child Development, 91(2), 315-330.
Quan, L. et Tingyong, F.
(2020). Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory.
Frontiers in Psychology, 11, 1-11.
Rhodes, S. M., Stewart, T. M. et Kanevski, M.
(2020). Immediate impact of fantastical television content on children’s executive functions.
British Journal of Developmental Psychology, 38(2), 268-288.
Rinaldi, L., Di Luca, S., Toneatto, C. et Girelli, L.
(2020). The effects of hemispheric dominance, literacy acquisition, and handedness on the development of visuospatial attention: A study in preschoolers and second graders.
Journal of Experimental Child Psychology, 195, 1-15.
Robichaud, J.-M., Lessard, J., Labelle, L. et Mageau, G. A.
(2020). The Role of Logical Consequences and Autonomy Support in Children’s Anticipated Reactions of Anger and Empathy.
Journal of Child and Family Studies, 29(6), 1511-1524.
Rojas, N., Yoshikawa, H., Morris, P., Kamboukos, D., Dawson-Mcclure, S. et Brotman, L.
(2020). The association of peer behavioral regulation with motor-cognitive readiness skills in preschool.
Early Childhood Research Quarterly, 51, 153‑163.
Ross, J., Hutchison, J. et Cunningham, S. J.
(2020). The Me in Memory: The Role of the Self in Autobiographical Memory Development.
Child Development, 91(2), 299-314.
Sartori, R. F., Valentini, N. C. et Fonseca, R. P.
(2020). Executive function in children with and without developmental coordination disorder: A comparative study.
Child: Care, Health and Development, 46(3), 294-302.
Schmitt, S. A., Duncan, R. J., Budrevich, A. et Korucu, I.
(2020). Benefits of Behavioral Self-regulation in the Context of High Classroom Quality for Preschoolers’ Mathematics.
Early Education and Development, 31(3), 323-334.
Scionti, N., Cavallero, M., Zogmaister, C. et Marzocchi, G. M.
(2020). Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis.
Frontiers in Psychology, 10, 1-23.
Sensoy, Ö., Culham, J. C. et Schwarzer, G.
(2020). Do infants show knowledge of the familiar size of everyday objects?
Journal of Experimental Child Psychology, 195, 1-13.
Shuwairi, S. M., Tran, A., Belardo, J. et Murphy, G. L.
(2020). Conceptual understanding of complexity, symmetry, and object coherence in young children.
Infant and Child Development, 29(2), 1-25.
Spinrad, T. L., Morris, A. S. et Luthar, S. S.
(2020). Introduction to the special issue: Socialization of emotion and self-regulation: Understanding processes and application.
Developmental Psychology, 56(3), 385-389.
Sudo, M. et Farrar, J.
(2020). Theory of mind understanding, but whose mind? Affiliation with the target is related to children’s false belief performance.
Cognitive Development, 54, 1-15.
Tandon, P., Hassairi, N., Soderberg, J. et Joseph, G.
(2020). The relationship of gross motor and physical activity environments in child care settings with early learning outcomes.
Early Child Development and Care, 190(4), 570‑579.
Tecwyn, E. C., Bechlivanidis, C., Lagnado, D. A., Hoerl, C., Lorimer, S., Blakey, E., McCormack, T. et Buehner, M. J.
(2020). Causality influences children’s and adults’ experience of temporal order.
Developmental Psychology, 56(4), 739-755.
Thompson, M. J., Davies, P. T., Hentges, R. F., Sturge-Apple, M. L. et Parry, L. Q.
(2020). Understanding how and why effortful control moderates children’s vulnerability to interparental conflict.
Developmental Psychology, 56(5), 937-950.
Thompson, S. F., Zalewski, M., Kiff, C. J., Moran, L., Cortes, R. et Lengua, L. J.
(2020). An empirical test of the model of socialization of emotion: Maternal and child contributors to preschoolers’ emotion knowledge and adjustment.
Developmental Psychology, 56(3), 418-430.
Yuniarto, L.S., Gerson, S. A. et Seed, A. M.
(2020). Better all by myself: Gaining personal experience, not watching others, improves 3-year-olds’ performance in a causal trap task.
Journal of Experimental Child Psychology, 194, 1-10.
Zheng, Y., Zacks, J. M. et Markson, L.
(2020). The development of event perception and memory.
Cognitive Development, 54, 1-16.
Rosen, M. L., Hagen, M. P., Lurie, L. A., Miles, Z. E., Sheridan, M. A., Meltzoff, A. N. et McLaughlin, K. A.
(2020). Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function : A Longitudinal Investigation.
Child Development, 91(4), 762-779.
Mateo, A., Ros, L., Ricarte, J. J., Fernandez, D. et Latorre, J. M.
(2020). Effects of visual and verbal cues in facilitating the remembering of an autobiographical event in preschoolers.
Early Child Development and Care, 190(7), 1093-1108.
Aras, S. et Erden, F. T.
(2020). Documentation panels: supporting young children’s self-regulatory and metacognitive abilities.
International Journal of Early Years Education, 28(1), 63-80.
Andrews, R., Bergen, P. V. et Wyver, S.
(2020). Use of Mental State Language during Educator-Child and Mother-Child Conversations about the Past and Future.
Early Education and Development, 31(6), 838-853.
Arterberry, M. E., Hespos, S. J., Walsh, C. A. et Daniels, C. I.
(2020). Integration of thought and action continued : Scale errors and categorization in toddlers.
Infancy, 25(6), 851-870.
Butler, J. R. et Nelson, N. L.
(2020). Children overclaim more knowledge than adults do, but for different reasons.
Journal of Experimental Child Psychology, 201, 1-9.
Butler, L. P., Gibbs, H. M. et Levush, K. C.
(2020). Look Again : Pedagogical Demonstration Facilitates Children’s Use of Counterevidence.
Child Development, 91(6), 1194-1210.
Cabrera, N. J., Moon, U. J., Fagan, J., West, J. et Aldoney, D.
(2020). Cognitive Stimulation at Home and in Child Care and Children’s Preacademic Skills in Two-Parent Families.
Child Development, 91(5), 1709-1717.
Camerota, M. et Willoughby, M. T.
(2020). Prenatal Risk Predicts Preschooler Executive Function : A Cascade Model.
Child Development, 91(3), 682-700.
Ding, X. P., Teo, S. L. Y. et Tay, C.
(2020). The link between parental mental state talk and children’s lying: An indirect effect via false belief understanding.
Journal of Experimental Child Psychology, 201, 1-14.
Doan, T., Castro, A., Bonawitz, E. et Denison, S.
(2020). “Wow, I did it!” : Unexpected success increases preschoolers’ exploratory play on a later task.
Cognitive Development, 55, 1-8.
Dörr, L. et Perels, F.
(2020). Improving young children’s self-regulated learning using a combination of direct and indirect interventions.
Early Child Development and Care, 190(16), 2581‑2593.
Goddu, M. K., Lombrozo, T. et Gopnik, A.
(2020). Transformations and Transfer : Preschool Children Understand Abstract Relations and Reason Analogically in a Causal Task.
Child Development, 91(6), 1898-1915.
Goulding, B. W. et Friedman, O.
(2020). Children’s Beliefs About Possibility Differ Across Dreams, Stories, and Reality.
Child Development, 91(6), 1843-1853.
Hoyniak, C. P., Bates, J. E., McQuillan, M. E., Staples, A. D., Petersen, I. T., Rudasill, K. M. et Molfese, V. J.
(2020). Sleep across early childhood: Implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool.
Journal of Child Psychology and Psychiatry, 61(10), 1080-1091.
Jacob, L., Benick, M., Dörrenbächer, S. et Perels, F.
(2020). Promoting self-regulated learning in preschoolers.
Journal of Childhood, Education & Society, 1(2), 116-140.
Keown, L. J., Franke, N. et Triggs, C. M.
(2020). An Evaluation of a Classroom-Based Intervention to Improve Executive Functions in 4-Year Old Children in New Zealand.
Early Childhood Education Journal, 48(5), 621-631.
Köymen, B., O’Madagain, C., Domberg, A. et Tomasello, M.
(2020). Young Children’s Ability to Produce Valid and Relevant Counter-Arguments.
Child Development, 91(3), 685-693.
Martins, E. C., Mărcuș, O., Leal, J. et Visu-Petra, L.
(2020). Assessing hot and cool executive functions in preschoolers: Affective flexibility predicts emotion regulation.
Early Child Development and Care, 190(11), 1667-1681.
O’Connor, A. M., Dykstra, V. W. et Evans, A. D.
(2020). Executive functions and young children’s lie-telling and lie maintenance.
Developmental Psychology, 56(7), 1278-1289.
O’Toole, S. E., Monks, C. P., Tsermentseli, S. et Rix, K.
(2020). The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour.
Early Child Development and Care, 190(6), 806-821.
Rao, N., Richards, B., Lau, C., Weber, A. M., Sun, J., Darmstadt, G. L., Sincovich, A., Bacon-Shone, J. et Ip, P.
(2020). Associations Among Early Stimulation, Stunting, and Child Development in Four Countries in the East Asia–Pacific.
International Journal of Early Childhood, 52(2), 175-193.
Ronfard, S., Ünlütabak, B., Bazhydai, M., Nicolopoulou, A. et Harris, P. L.
(2020). Preschoolers in Belarus and Turkey accept an adult’s counterintuitive claim and do not spontaneously seek evidence to test that claim.
International Journal of Behavioral Development, 44(5), 424-432.
Röthlisberger, M. et Frick, A.
(2020). Development of stereo vision in young infants.
Infancy, 25(6), 781-796.
Sala, G. et Gobet, F.
(2020). Working memory training in typically developing children : A multilevel meta-analysis.
Psychonomic Bulletin & Review, 27(3), 423-434.
Szalai, G. et Egyed, K.
(2020). Understanding the creator’s intention helps 24- and 26-month-olds use picture mediated information as a guide for action.
Infant and Child Development, 29(5), 1-9.
Thibodeau‐Nielsen, R. B. et Gilpin, A. T.
(2020). The role of emotion regulation in the relationship between pretense and executive function in early childhood: For whom is the relationship strongest?
Infant and Child Development, 29(5), 1-12.
Uslu, B.
(2020). The effect of foreign language acquisition on preschool children’s self-regulation and social skills.
European Early Childhood Education Research Journal, 28(4), 548-567.
Vales, C., States, S. L. et Fisher, A. V.
(2020). Experience-Driven Semantic Differentiation : Effects of a Naturalistic Experience on Within- and Across-Domain Differentiation in Children.
Child Development, 91(3), 733-742.
Wah, A.
(2020). Cognitive Processes Underlying Play and Pretend Play: A Comparative Cross-Species Study on Degrees of Memory, Perception, Imagination, and Consciousness.
American Journal of Play, 12(2), 156-177.
Weber, A. M. et Leuchter, M.
(2020). Measuring preschool children’s knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument.
British Journal of Educational Psychology, 90(S1), 50-74.
Weisberg, D. S. et Hopkins, E. J.
(2020). Preschoolers’ extension and export of information from realistic and fantastical stories.
Infant and Child Development, 29(4), 1-24.
Woolley, J. D. et Kelley, K. A.
(2020). “When something like a ladybug lands on you” : Origins and development of the concept of luck.
Developmental Psychology, 56(10), 1866-1878.
Zhang, F. et Emberson, L. L.
(2020). Using pupillometry to investigate predictive processes in infancy.
Infancy, 25(6), 758-780.
Zysset, A. E., Kakebeeke, T. H., Messerli‐Bürgy, N., Meyer, A. H., Stülb, K., Leeger‐Aschmann, C. S., Schmutz, E. A., Arhab, A., Puder, J. J., Kriemler, S., Munsch, S. et Jenni, O. G.
(2020). Stability and prediction of motor performance and cognitive functioning in preschoolers: A latent variable approach.
Infant and Child Development, 29(5), 1-16.
Bowman-Smith, C. K., Shtulman, A. et Friedman, O.
(2019). Distant lands make for distant possibilities : Children view improbable events as more possible in far-away locations.
Developmental Psychology, 55(4), 722‑728.
Acar, I. H., Frohn, S., Prokasky, A., Molfese, V. J. et Bates, J. E.
(2019). Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?
Infant and Child Development, 28(1), 1-19.
Allard, É. et Samson, G.
(2019). Exploration de la résolution de problèmes à la maternelle à l’aide d’une approche interdisciplinaire en sciences et en arts.
Revue canadienne de l’éducation, 42(2), 492-516.
Baker, C. E. et Brooks-Gunn, J.
(2019). Early parenting and the intergenerational transmission of self-regulation and behavior problems in African American head start families.
Child Psychiatry and Human Development, 51(2), 220-230.
Bemis, R. H. et Leichtman, M. D.
(2019). That was last time! The effect of a delay on children’s episodic memories of learning new facts.
Infant and Child Development, 28(1), 1-22.
Bernal, R., Attanasio, O., Peña, X. et Vera-Hernández, M.
(2019). The effects of the transition from home-based childcare to childcare centers on children’s health and development in Colombia.
Early Childhood Research Quarterly, 47, 418-431.
Bodrova, E. et Leong, D. J.
(2019). Making Play Smarter, Stronger, and Kinder.
American Journal of Play, 12(1), 37-53.
Busch, J. T. A. et Legare, C. H.
(2019). Using data to solve problems: Children reason flexibly in response to different kinds of evidence.
Journal of Experimental Child Psychology, 183, 172-188.
Buttelmann, D. et Berger, P.
(2019). Inventing a new measurement for inhibitory control in preschoolers.
British Journal of Developmental Psychology, 37(1), 1-13.
Byrnes, J. P., Wang, A. et Miller-Cotto, D.
(2019). Children as mediators of their own cognitive development in kindergarten.
Cognitive Development, 50, 80-97.
Caporaso, J. S., Boseovski, J. J. et Marcovitch, S.
(2019). The individual contributions of three executive function components to preschool social competence.
Infant and Child Development, 28(4), article 2132.
Carstensen, A., Zhang, J., Heyman, G. D., Fu, G., Lee, K. et Walker, C. M.
(2019). Context shapes early diversity in abstract thought.
Proceedings of the National Academy of Sciences, 116(28), 13891‑13896.
Conway, A., Waldfogel, J. et Wang, Y.
(2019). Disparities in kindergarteners’ executive functions at kindergarten entry: Relations with parenting and child care.
Early Childhood Research Quaterly, 48(3), 267-283.
De Mulder, H. N. M., Wijnen, F. et Coopmans, P. H. A.
(2019). Interrelationships between Theory of Mind and language development: A longitudinal study of Dutch-speaking kindergartners.
Cognitive development, 51, 67-82.
Deshmukh, R. S., Zucker, T. A., Tambyraja, S. R., Pentimonti, J. M., Bowles, R. P. et Justice, L. M.
(2019). Teachers’ use of questions during shared book reading : Relations to child responses.
Early Childhood Research Quarterly, 49, 59‑68.
Devine, R. T., Ribner, A. et Hughes, C.
(2019). Measuring and Predicting Individual Differences in Executive Functions at 14 Months : A Longitudinal Study.
Child Development, 90(5), 618-636.
Stéphanie Duval
(2019). L'attention chez l'enfant de 3 à 7 ans.
Parlons Apprentissage, Éditions du Passe-temps. [Billet de blogue de vulgarisation scientifique].
Ebel, S. J., Hanus, D. et Call, J.
(2019). How prior experience and task presentation modulate innovation in 6-year-old-children.
Journal of Experimental Child Psychology, 180, 87-103.
Escolano-Pérez, E., Herrero-Nivela, M. L. et Anguera, M. T.
(2019). Preschool metacognitive skill assessment in order to promote educational sensitive response from mixed-methods approach: complementarity of data analysis.
Frontiers in Psychology, 10, 1-22.
Fedra, E. et Schmidt, M. F. H.
(2019). Older (but not younger) preschoolers reject incorrect knowledge claims.
British Journal of Developmental Psychology, 37(1), 130-145.
FitzGibbon, L., Moll, H., Carboni, J., Lee, R. et Dehghani, M.
(2019). Counterfactual curiosity in preschool children.
Journal of Experimental Child Psychology, 183, 146-157.
Ford, R. M. et Lobao, S. N.
(2019). Exploring individual differences in self-reference effects for agency and ownership in 5- to 7-year-olds.
British Journal of Developmental Psychology, 37(2), 168‑183.
Geeraerts, S. B., Hessels, R. S., Van der Stigchel, S., Huijding, J., Endendijk, J. J., Van den Boomen, C., Kemner, C. et Deković, M.
(2019). Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood.
Journal of Experimental Child Psychology, 180, 104-112.
He, J., Guo, D., Zhai, S., Shen, M. et Gao, Z.
(2019). Development of social working memory in preschoolers and its relation to theory of mind.
Child Development, 90(4), 1319-1332.
Howard, S. J., Neilsen-Hewett, C., de Rosnay, M., Vasseleu, E. et Melhuish, E.
(2019). Evaluating the viability of a structured observational approach to assessing early self-regulation.
Early Childhood Research Quarterly, 48, 186‑197.
Gagne, J. R., Chang, C.-N., Fang, H., Spann, C. et Kwok, O.-M.
(2019). A multimethod study of inhibitory control and behavioural problems in preschoolers.
Infant and Child Development, 28(1), 1-16.
Hoyo, Á., Rueda, M. R. et Bailón, R. R.
(2019). Children’s individual differences in executive function and theory of mind in relation to prejudice toward social minorities.
Frontiers in Psychology, 10, 1-15.
Jarraya, S., Wagner, M. O., Jarraya, M. et Engel, F. A.
(2019). 12 weeks of Kindergarten-based yoga practice increases visual attention, visual-motor precision and decreases behavior of inattention and hyperactivity in 5-year-old children.
Frontiers in Psychology, 10, 1-11.
Jauck, D. et Peralta, O.
(2019). Two-Year-Olds’ Symbolic Use of Images Provided by a Tablet: A Transfer Study.
Frontiers in Psychology, 10, 1-6.
Johnson, S. A., Snow, S., Lawrence, M. A. et Rainham, D. G. C.
(2019). Quasi-Randomized Trial of Contact With Nature and Effects on Attention in Children.
Frontiers in Psychology, 10, 1-15.
Jung, E. et Jin, B.
(2019). Associations Between Sleep Problems, Cognitive, and Socioemotional Functioning from Preschool to Adolescence.
Child & Youth Care Forum, 48(6), 829-848.
Juvrud, J., Bakker, M., Kaduk, K., DeValk, J. M., Gredebäck, G. et Kenward, B.
(2019). Longitudinal Continuity in Understanding and Production of Giving-Related Behavior from Infancy to Childhood.
Child Development, 90(2), 182-191.
Kabdebon, C. et Dehaene-Lambertz, G.
(2019). Symbolic labeling in 5-month-old human infants.
Proceedings of the National Academy of Sciences, 116(12), 5805‑5810.
Kamawar, D., Connolly, K., Astle‐Rahim, A., Smygwaty, S. et Vendetti, C.
(2019). Preschoolers' Saving Behavior: The Role of Planning and Self‐Control.
Child Development, 90(4), 407-420.
Lambert, A.
(2019). Developing Skills Through Creative Problem-Solving.
Childhood Education, 95(4), 24-29.
Lee, K.
(2019). Impact of Head Start Quality on Children’s Developmental Outcomes.
Social Work in Public Health, 34(3), 239-250.
Leech, K. A., Leimgruber, K., Warneken, F. et Rowe, M. L.
(2019). Conversation about the future self improves preschoolers’ prospection abilities.
Journal of Experimental Child Psychology, 181, 110-120.
Lippard, C. N., Lamm, M. H., Tank, K. M. et Choi, J. Y.
(2019). Pre-engineering Thinking and the Engineering Habits of Mind in Preschool Classroom.
Early Childhood Education Journal, 47(2), 187-198.
Marcinowski, E. C., Nelson, E., Campbell, J. M. et Michel, G. F.
(2019). The Development of Object Construction From Infancy Through Toddlerhood.
Infancy, 24(3), 368-391.
Michaud Dumont, F., Tarabulsy, G. M., Audette Sylvestre et Voisin, J.
(2019). Children’s Emotional Self-Regulation in the Context of Adversity and the Association with Academic Functioning.
Child Psychiatry & Human Development, 50, 856-867.
Mohtasham, M. K., Patterson, A. B., Vennergrund, K. C., Chen, E. et Pasnak, R.
(2019). Emotional competence, behavioural patterning, and executive functions.
Early Child Development and Care, 189(10), 1647‑1656.
Morgan, P. L., Farkas, G., Hillemeier, M. M., Pun, W. H. et Maczuga, S.
(2019). Kindergarten Children's Executive Functions Predict Their Second‐Grade Academic Achievement and Behavior.
Child development, 90(5), 1802-1816.
Murakami, T. et Hashiya, K.
(2019). Development in the interpretation of ambiguous referents in 3- and 5-year-olds.
Infant and Child Development, 28(5), article 2137.
Obradović, J. et Willoughby, M. T.
(2019). Studying Executive Function Skills in Young Children in Low- and Middle-Income Countries : Progress and Directions.
Child Development Perspectives, 13(4), 227‑234.
O’Toole, S. E., Tsermentseli, S., Humayun, S. et Monks, C. P.
(2019). Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old.
International Journal of Behavioral Development, 43(2), 157-165.
Pasnak, R., Thompson, B. N., Gagliano, K. M., Righi, M. T. et Gadzichowski, M.
(2019). Complex patterns for kindergartners.
The Journal of Educational Research, 112(4), 528-534.
Perez, J. et McCrink, K.
(2019). Measuring Spontaneous Focus on Space in Preschool Children.
Frontiers in Psychology, 10, 1-19.
Pistorio, K. H., Brady, M. P. et Morris, C.
(2019). Using literacy-based behavioural interventions to teach self-regulation skills to young children.
Early Child Development and Care, 189(10), 1682‑1694.
Prabhakar, J. et Ghetti, S.
(2019). Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood.
Child Development, 91(2), 315-330.
Ralph, R., Code, J. et Petrina, S.
(2019). Measuring theory of mind (ToM) with preschool-aged children : Storybooks and observations with iPads.
International Journal of Early Years Education, Prépublication1-18.
Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., Sintakala, R., Chandyo, R. K., Shrestha, L. et Strand, T. A.
(2019). Determinants of Cognitive Development in the Early Life of Children in Bhaktapur, Nepal.
Frontiers in Psychology, 10, 1-10.
Rochester, S. E., Weiland, C., Unterman, R., McCormick, M. et Moffett, L.
(2019). The little kids down the hall: Associations between school climate, pre-K classroom quality, and pre-K children’s gains in receptive vocabulary and executive function.
Early Childhood Research Quarterly, 48, 84-97.
Salsa, A., Gariboldi, M. B., Vivaldi, R. et Rodríguez, J.
(2019). Geometric maps as tools for different purposes in early childhood.
Journal of Experimental Child Psychology, 186, 33-44.
Samuelsson, R.
(2019). Multimodal interaction for science learning in preschool: Conceptual development with external tools across a science project.
International Journal of Early Years Education, 27(3), 254-270.
Schmitt, S. A., Purpura, D. J. et Elicker, J. G.
(2019). Predictive links among vocabulary, mathematical language, and executive functioning in preschoolers.
Journal of Experimental Child Psychology, 180, 55-68.
Simanowski, S. et Krajewski, K.
(2019). Specific Preschool Executive Functions Predict Unique Aspects of Mathematics Development: A 3-Year Longitudinal Study.
Child Development, 90(2), 544-561.
Simpson, A. et Carroll, D. J.
(2019). Understanding Early Inhibitory Development : Distinguishing Two Ways That Children Use Inhibitory Control.
Child Development, 90(5), 1459-1473.
Timmons, K.
(2019). Kindergarten Expectations and Outcomes : Understanding the Influence of Educator and Child Expectations on Children’s Self-Regulation, Early Reading, and Vocabulary Outcomes.
Journal of Research in Childhood Education, 33(3), 471‑489.
Tsuji, H. et Mitchell, P.
(2019). Modelling the executive components involved in processing false belief and mechanical/intentional sequences.
British Journal of Developmental Psychology, 37(2), 184‑198.
Ünlütabak, B., Nicolopoulou, A. et Aksu-Koç, A.
(2019). Questions asked by Turkish preschoolers from middle-SES and low-SES families.
Cognitive Development, 52, 1-15.
van Oers, B.
(2019). Dynamics of enculturation: results and consequences of engagement in ECE practices.
European Early Childhood Education Research Journal, 27(4), 433-435.
Vendetti, C., Kamawar, D. et Andrews, K. E.
(2019). Theory of mind and preschoolers’ understanding of misdeed and politeness lies.
Developmental Psychology, 55(4), 823‑834.
Venitz, L. et Perels, F.
(2019). Promoting self-regulated learning of preschoolers through indirect intervention : A two-level approach.
Early Child Development and Care, 189(13), 2057-2070.
Vezzani, A.
(2019). Conversation and learning in early childhood education : What works best for children’s cognitive development and how to improve pupil engagement?
European Early Childhood Education Research Journal, 27(4), 534‑550.
Vlach, H. A., Bredemann, C. A. et Kraft, C.
(2019). To mass or space? Young children do not possess adults’ incorrect biases about spaced learning.
Journal of Experimental Child Psychology, 183, 115-133.
Wang, Q., Koh, J. B. K., Santacrose, D., Song, Q., Klemfuss, J. Z. et Doan, S. N.
(2019). Child-centered memory conversations facilitate children’s episodic thinking.
Cognitive Development, 51, 58-66.
Willoughby, M. T., Wylie, A. C. et Little, M. H.
(2019). Testing longitudinal associations between executive function and academic achievement.
Developmental Psychology, 55(4), 767‑779.
Xie, D., Pei, M. et Su, Y.
(2019). “Favoring my playmate seems fair”: Inhibitory control and theory of mind in preschoolers’ self-disadvantaging behaviors.
Journal of Experimental Child Psychology, 184, 158‑173.
Yamamoto, N. et Imai-Matsumura, K.
(2019). Gender differences in executive function and behavioural self-regulation in 5 years old kindergarteners from East Japan.
Early Child Development and Care, 189(1), 56-67.
Allard, É.
(2019). L’interdisciplinarité en sciences et en arts à l’éducation préscolaire : effets sur le développement cognitif des enfants
(mémoire de maîtrise). Université du Québec à Trois-Rivières, Canada.
Lin, B., Liew, J. et Perez, M.
(2019). Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning.
Early Childhood Research Quarterly, 47, 1-8.
Son, S.-H. C., Choi, J. Y. et Kwon, K.-A.
(2019). Reciprocal Associations Between Inhibitory Control and Early Academic Skills: Evidence from a Nationally Representative Sample of Head Start Children.
Early Education and Development, 30(4), 456‑477.
McCoy, D. C., Gonzalez, K. et Jones, S.
(2019). Preschool Self‐Regulation and Preacademic Skills as Mediators of the Long‐Term Impacts of an Early Intervention.
Child development, 90(5), 1544-1558.
Conte, E., Ornaghi, V., Grazzani, I., Pepe, A. et Cavioni, V.
(2019). Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model.
Frontiers in Psychology, 10, 1-11.
Reilly, S. E. et Downer, J. T.
(2019). Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation.
Early Childhood Research Quarterly, 49, 229-240.
Reilly, S. E. et Downer, J. T.
(2019). Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation.
Early Childhood Research Quarterly, 49, 229-240.
Schmitt, S. A., Purpura, D. J. et Elicker, J. G.
(2019). Predictive links among vocabulary, mathematical language, and executive functioning in preschoolers.
Journal of Experimental Child Psychology, 180, 55-68.
Ansari, A. et Pianta, R.
(2018). Classroom age composition and the early learning of preschoolers.
The Journal of Educational Research, 112(2), 234-242.
Boundy, L., Cameron‐Faulkner, T. et Theakston, A.
(2018). Intention or Attention Before Pointing: Do Infants’ Early Holdout Gestures Reflect Evidence of a Declarative Motive?
Infancy, 24(2), 228-248.
Broomell, A. P. R., Savla, J. et Bell, M. A.
(2018). Infant Electroencephalogram Coherence and Toddler Inhibition are Associated with Social Responsiveness at Age 4.
Infancy, 24(1), 43-56.
Stéphanie Duval Noémie Montminy maîtrise et Gaudette-Leblanc, A.
(2018). Perspectives théoriques à l’égard des fonctions exécutives en contexte éducatif chez les enfants d’âge préscolaire.
Neuroéducation, 5(2), 93-108.
Ebersbach, M. et Nawroth, C.
(2018). Shape but Not Color Facilitates Two-Year-Olds’ Search Performance in a Spatial Rotation Task.
Infancy, 23(6), 820-832.
Eliassen, E., Zachrisson, H. D. et Melhuish, E.
(2018). Is cognitive development at three years of age associated with ECEC quality in Norway?
European Early Childhood Education Research Journal, 26(1), 97-110.
Hallez, Q. et Droit‐Volet, S.
(2018). Young children embody the time of others in their time judgments: The role of the theory of mind.
Infant and Child Development, 27(6), 1-13.
Kayili, G.
(2018). The effect of Montessori Method on cognitive tempo of kindergarten children.
Early Child Development and Care, 188(3), 327-335.
Kelley, L.
(2018). Solution stories: A narrative study of how teachers support children’s problem solving.
Early Childhood Education Journal, 46(3), 313-322.
Li, J.-B. et Lau, E. Y. H.
(2018). Teacher–Student Conflict and Preschoolers’ Adjustment in the Transition to Primary School: The Role of Child Self-Regulation and Parents’ Positive Relations with Others.
Early Education and Development, 30(3), 423-437.
Lipko-Speed, A. R., Buchert, S. et Merriman, W. E.
(2018). Observing an adult model can cause immediate improvement in preschoolers’ knowledge judgments.
Cognitive Development, 48, 225-234.
Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S. S. et Wong, T. T.-Y.
(2018). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension.
British Journal of Educational Psychology, 88(4), 628-644.
Mahy, C. E. V., Mazachowsky, T. R. et Pagobo, J. R.
(2018). Do verbal reminders improve preschoolers’ prospective memory performance? It depends on age and individual differences.
Cognitive Development, 47, 158-167.
Melhuish, E. C. et Gardiner, J.
(2018). Study of Early Education and Development (SEED): Impact study on early education use and child outcomes up to age four years-Research Brief.
Mennetrey, C. et Angeard, N.
(2018). Cognitive flexibility training in three-year-old children.
Cognitive Development, 48, 125-134.
Neitzel, J.
(2018). What measures of program quality tell us about the importance of executive function: implications for teacher education and preparation.
Journal of Early Childhood Teacher Education, 39(3), 181-192.
Neitzel, C. et Connor, L.
(2018). An investigation of the stability and variability in young children’s self-regulated learning behaviors in kindergarten.
The Journal of Educational Research, 111(1), 58-65.
Nieto, M., Ros, L., Ricarte, J. J. et Latorre, J. M.
(2018). The role of executive functions in accessing specific autobiographical memories in 3-to 6-year-olds.
Early Childhood Research Quarterly, 43, 23-32.
Oeri, N., Voelke, A. E. et Roebers, C. M.
(2018). Inhibition and behavioral self-regulation: An inextricably linked couple in preschool years.
Cognitive Development, 47, 1-7.
Orange-Ravachol, D.
(2018). Éducation scientifique et technologique et émancipation.
Recherches en Éducation, 34, numéro thématique.
Osina, M. A., Saylor, M. M. et Ganea, P. A.
(2018). Infants Use Category Label Knowledge to Interpret Absent Reference.
Infancy, 23(5), 650-673.
Palmquist, C. M., Kondrad, R. L. et Norris, M. N.
(2018). Follow my point? Preschoolers’ expectations about veridicality disrupt their understanding of deceptive points.
Cognitive Development, 48, 190-202.
Paulus, M. et Sabbagh M.A.
(2018). Understanding theory of mind in infancy and toddlerhood.
Cognitive Development, 46, numéro thématique.
Rademacher, A. et Koglin, U.
(2018). The concept of self-regulation and preschoolers’ social-emotional development: a systematic review.
Early Child Development and Care, 189(14), 2299-2317.
Rowles, S. P. et Mills, C. M.
(2018). Preschoolers sometimes seek help from socially engaged informants over competent ones.
Cognitive Development, 48, 19-31.
Schmitt, S. A., Korucu, I., Napoli, A. R., Bryant, L. M. et Purpura, D. J.
(2018). Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial.
Early Childhood Research Quarterly, 44, 181-191.
Schmitt, S. A., Korucu, I., Purpura, D. J., Whiteman, S., Zhang, C. et Yang, F.
(2018). Exploring cross-cultural variations in the development of executive function for preschoolers from low and high socioeconomic families.
International Journal of Behavioral Development, 43(3), 212-220.
Silkenbeumer, J. R., Schiller, E.-M. et Kärtner, J.
(2018). Co- and self-regulation of emotions in the preschool setting.
Early Childhood Research Quarterly, 44, 72-81.
France Simard et Geneviève Cadoret
(2018). Neural correlates of active controlled retrieval development: an exploratory ERP study.
Brain and Cognition, 124, 20-28.
Sobel, D. M. et Letourneau, S. M.
(2018). Preschoolers’ Understanding of How Others Learn Through Action and Instruction.
Child Development, 89(3), 961-970.
Son, S.-H. C. et Chang, Y. E.
(2018). Childcare experiences and early school outcomes: The mediating role of executive functions and emotionality.
Infant and Child Development, 27(4), 1-24.
Spiegel, J. A. et Lonigan, C. J.
(2018). A head-to-toes approach to computerized testing of executive functioning in young children.
Early Childhood Research Quarterly, 44, 15-23.
Ştefan, C. A.
(2018). Research on early child development in Romania.
Early Child Development and Care, 188(1), numéro thématique.
Charlaine St-Jean, Moreau, A. C. et Marilyn Dupuis Brouillette
(2018). Pratiques pédagogiques : comment soutenir l’attention à l’éducation préscolaire ?
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation, 9(2), 70-80.
Sundqvist, A., Holmer, E., Koch, F.-S. et Heimann, M.
(2018). Developing theory of mind abilities in Swedish pre-schoolers.
Infant and Child Development, 27(4), 1-14.
Usai, M. C., Viterbori, P. et Traverso, L.
(2018). Preschool Executive Function Profiles: Implications for Math Achievement in Grades 1 and 3.
Journal of Research in Childhood Education, 32(4), 404-418.
Visu-Petra, L., Cheie, L., Câmpan, M., Scutelnicu, I. et Benga, O.
(2018). Identifying early links between temperament, short-term and working memory in preschoolers.
Early Child Development and Care, 188(1), 32-45.
Vöhringer, I. A., Kolling, T., Graf, F., Poloczek, S., Fassbender, I., Freitag, C., Lamm, B., Suhrke, J., Teiser, J., Teubert, M., Keller, K., Lohaus, H., Schwarzer, G. et Knopf, M.
(2018). The Development of Implicit Memory From Infancy to Childhood : On Average Performance Levels and Interindividual Differences.
Child Development, 89(2), 370-382.
White, H., Jubran, R., Heck, A., Chroust, A. et Bhatt, R. S.
(2018). The role of shape recognition in figure/ground perception in infancy.
Psychonomic Bulletin & Review, 25(4), 1381-1387.
Willoughby, M. T., Wylie, A. C. et Catellier, D. J.
(2018). Testing the association between physical activity and executive function skills in early childhood.
Early Childhood Research Quarterly, 44, 82-89.
Zmyj, N.
(2018). The relationship of delay of gratification and time comprehension in 4-year-old children.
International Journal of Behavioral Development, 42(4), 434-438.
Connolly, M. et Haeck, C.
(2018). Le lien entre la taille des classes et les compétences cognitives et non cognitives.
Rapport de projet. Centre interuniversitaire de recherche en analyse des organisations (CIRANO).
Clarkin-Phillips, J., Carr, M., Thomas, R., Tinning, A. et Waitai, M.
(2018). Fostering the artistic and imaginative capacities of young children: Case study report from a visit to a museum.
International Journal of Early Childhood, 50, 33-46.
Agbenyega, J. S., Tamakloe, D. E. et Klibthong, S.
(2017). Folklore epistemology: How does traditional folklore contribute to children’s thinking and concept development?
International Journal of Early Years Education, 25(2), 112-126.
Astuto, J. et Ruck, M.
(2017). Growing up in poverty and civic engagement: The role of kindergarten executive function and play predicting participation in 8th grade extracurricular activities.
Applied Developmental Science, 24(1), 301-318.
Baillargeon, R. et DeJong, G. F.
(2017). Explanation-based learning in infancy.
Psychonomic Bulletin & Review, 24(5), 1511-1526.
Barnes, J. et Melhuish, E. C.
(2017). Amount and Timing of Group-Based Childcare from Birth and Cognitive Development at 51 Months: A UK Study.
International Journal of Behavioral Development, 41(3), 360-370.
Geneviève Cadoret Nathalie Bigras Stéphanie Duval Lise Lemay Tania Tremblay et Julie Lemire
(2017). The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children.
Human Movement Science, 57, 149-157.
Gagne, J. R.
(2017). Self-Control in Childhood: A Synthesis of Perspectives and Focus on Early Development.
Child Development Perspectives, 11(2), 127-132.
Gonzales, C. R., Fabricius, W. V. et Kupfer, A. S.
(2017). Introspection Plays an Early Role in Children’s Explicit Theory of Mind Development.
Child Development, 89(5), 1545-1552.
Haimovitz, K. et Dweck, C. S.
(2017). The origins of children’s growth and fixed mindsets: New research and a new proposal.
Child Development, 88(6), 1849-1859.
Hirte, M., Graf, F., Kim, Z. et Knopf, M.
(2017). What Three-Year-Olds Remember from their Past: Long-Term Memory for Persons, Objects, and Actions.
International Journal of Behavioral Development, 41(3), 371-379.
Hughes, C., Devine, R. T. et Wang, Z.
(2017). Does parental mind-mindedness account for cross-cultural differences in preschoolers’ theory of mind?
Child Development, 89(4), 1296-1310.
Lapan, C. et Boseovski, J. J.
(2017). The effects of guilt on preschoolers’ cognitive flexibility and inhibition.
Early Childhood Research Quarterly, 41(4^th Quarter), 95-102.
Little, M. H.
(2017). School-based kindergarten transition practices and child outcomes: Revisiting the issue.
The Elementary School Journal, 118 (2), 335-356.
Margett-Jordan, T., Falcon, R. G. et Witherington, D. C.
(2017). The development of preschoolers’ living kinds concept: A longitudinal study.
Child Development, 88(4), 1350-1367.
McClure, E. R., Chentsova-Dutton, Y. E., Holochwost, S. J., Parrott, W. G. et Barr, R.
(2017). Look at That! Video Chat and Joint Visual Attention Development among Babies and Toddlers.
Child Development, 89(1), 27-36.
Moreno, A. J., Shwayder, I. et Friedman, I. D.
(2017). The function of executive function: Everyday manifestations of regulated thinking in preschool settings.
Early Childhood Education Journal, 45(2), 143-153.
Neitzel, C. et Connor, L.
(2017). Differences in kindergartners’ participation and regulation strategies across time and instructional contexts.
Journal of Research in Childhood Education, 31(2), 199-214.
Niedźwiecka, A., Ramotowska, S. et Tomalski, P.
(2017). Mutual Gaze during Early Mother–Infant Interactions Promotes Attention Control Development.
Child Development, 89(6), 2230-2244.
Osina, M. A., Saylor, M. M. et Ganea, P. A.
(2017). Out of reach, out of mind? Infants’ comprehension of references to hidden inaccessible objects.
Child Development, 88(5), 1572-1580.
Reschke, P. J., Walle, E. A. et Dukes, D.
(2017). Interpersonal development in infancy: the interconnectedness of emotion understanding and social cognition.
Child Development Perspectives, 11(3), 178-183.
Reuter, T., Feiman, R. et Snedeker, J.
(2017). Getting to no: Pragmatic and semantic factors in two- and three-year-olds’ understanding of negation.
Child Development, 89(4), 364-381.
Seifert, A. M. et Metz, A. E.
(2017). The effects of inflated seating cushions on engagement in preschool circle time.
Early Childhood Education Journal, 45(3), 411-418.
Shah, H. K., Domitrovich, C. E., Morgan, N. R., Moore, J. E., Rhoades, B. L., Jacobson, L. et Greenberg, M. T.
(2017). One or two years of participation: Is dosage of an enhanced publicly funded preschool program associated with the academic and executive function skills of low-income children in early elementary school?
Early Childhood Research Quarterly, 40, 123-137.
Shahaeian, A., Razmjoee, M., Wang, C., Elliott, S. N. et Hughes, C.
(2017). Understanding Relational Aggression during Early Childhood: An Examination of the Association with Language and other Social and Cognitive Skills.
Early Childhood Research Quarterly, 40, 204-214.
Simpson, A., Al Ruwaili, R., Jolley, R., Leonard, H., Geeraert, N. et Riggs, K. J.
(2017). Fine motor control underlies the association between response inhibition and drawing skill in early development.
Child Development, 90(3), 911-923.
Slot, P. L. et von Suchodoletz, A.
(2017). Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other?
Early Childhood Research Quarterly, 42, 205-214.
Starmans, C.
(2017). Children’s theories of the self.
Child Development, 88(6), 1774-1785.
Talwar, V., Crossman, A. et Wyman, J.
(2017). The role of executive functioning and Theory of mind in children’s lies for another and for themselves.
Early Childhood Research Quarterly, 41(4^thQuarter), 126-135.
Vandervert, L.
(2017). Vygotsky Meets Neuroscience. The Cerebellum and the Rise of Culture through Play.
American Journal of Play, 9(2), 202-227.
Veer, I. M., Luyten, H., Mulder, H., van Tuijl, C. et Sleegers, P. J. C.
(2017). Selective attention relates to the development of executive functions in 2,5- to 3-year-olds: A longitudinal study.
Early Childhood Research Quarterly, 41(4^th Quarter), 84-94.
, Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K. et Newcombe, N.
(2017). Links between spatial and mathematical skills across the preschool years.
Monographs of the Society for Research in Child Development, 82(1), 1-150.
Walker, C. M., Bonawitz, E. et Lombrozo, T.
(2017). Effects of explaining on children’s preference for simpler hypotheses.
Psychonomic Bulletin & Review, 24(5), 1538-1547.
Wang, F., Algina, J., Snyder, P., Cox, M. et Family Life Project Key Investigators.
(2017). Children’s task-oriented patterns in early childhood: A latent transition analysis.
Early Childhood Research Quarterly, 41(4^th Quarter), 63-73.
Wellman, H. M.
(2017). The Development of Theory of Mind: Historical reflections.
Child Development Perspectives, 11(3), 207-214.
Gweon, H. et Asaba, M.
(2017). Order Matters: Children’s Evaluation of Underinformative Teachers Depends on Context.
Child Development, 89(3), 278-292.
Bann, C. M., Wallander, J. L., Do, B., Thorsten, V., Pasha, O., Biasini, F. J., Bellad, R., Goudar, S., Chomba, E., McClure, E. et Carlo, W. A.
(2016). Home-based early intervention and the influence of family resources on cognitive development.
Pediatrics, 137(4), article 20153766.
Basilio, M. et Rodríguez, C.
(2016). How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects.
Early Child Development and Care, 187(12), 1971-1986.
Bassok, D., Fitzpatrick, M., Greenberg, E. et Loeb, S.
(2016). Within‐and between‐sector quality differences in early childhood education and care.
Child Development, 87(5), 1627-1645.
Bernier, A., Calkins, S. D. et Bell, M. A.
(2016). Longitudinal associations between the quality of mother–infant interactions and brain development across infancy.
Child Development, 87(4), 1159-1174.
Bulgarelli, D. et Molina, P.
(2016). Early childcare, maternal education and family origins: Differences in cognitive and linguistic outcomes throughout childhood.
Revista de Cercetare si Interventie Sociala, 52, 5-25.
Carroll, D. J., Blakey, E. et FitzGibbon, L.
(2016). Cognitive flexibility in young children: Beyond perseveration.
Child Development Perspectives, 10(4), 211-215.
Coates, E. et Coates, A.
(2016). The essential role of scribbling in the imaginative and cognitive development of young children.
Journal of Early Childhood Literacy, 16(1), 60‑83.
DiCarlo, C. F., Baumgartner, J. J., Ota, C. et Geary, K.
(2016). Child sustained attention in preschool-age children.
Journal of Research in Childhood Education, 30(2), 143‑152.
Stéphanie Duval Caroline Bouchard, Pagé, P. et Hamel, C.
(2016). Quality of classroom interactions in kindergarten and executive functions among five-year-old children.
Cogent Education, 3(1), 1-18.
Espy, K. A. (dir.).
(2016). The changing nature of executive control in preschool.
Monographs of the Society for Research in Child Development, 81(4), 1-179.
Hoicka, E, Mowat, R., Kirkwood, J., Kerr, T., Carberry, M. et Bijvoet-van den Berg, S.
(2016). One-year-olds think creatively, just like their parents.
Child Development, 87(4), 1099-1105.
Miller, H. E., Vlach, H. A. et Simmering, V. R.
(2016). Producing spatial words is not enough: Understanding the relation between language and spatial cognition.
Child Development, 88(6), 1966-1982.
Moriguchi, Y., Chevalier, N. et Zelazo, P. D.
(2016). Development of executive function during childhood.
Frontiers in psychology, 7, Resarch Topic (39 articles).
Ogg, J., Volpe, R. et Rogers, M.
(2016). Understanding the relationship between inattention and early literacy trajectories in kindergarten.
School Psychology Quarterly, 31(4), 565-582.
Pauen, S. et Bechtel-Kuehne, S.
(2016). How toddlers acquire and transfer tool knowledge: developmental changes and the role of executive functions.
Child Development, 87(4), 1233-1249.
Setoh, P., Scott, R. M. et Baillargeon, R.
(2016). Two-and-a-half-year-olds succeed at a traditional false-belief task with reduced processing demands.
Proceedings of the National Academy of Sciences, 113(47), 13360-13365.
Simmering, V. R.
(2016). Working memory capacity in context: Modeling dynamic processes of behavior, memory, and development.
Monographs of the Society for Research in Child Development, 81(3), 7-24.
Charlaine St-Jean
(2016). Caractéristiques du développement de l’attention chez des enfants du préscolaire selon des enseignantes de la Commission scolaire Rivière-du-Nord.
Revue canadienne des jeunes chercheures et chercheurs en éducation 7(1), 38-49.
Grégoire, S., Lachance, L. et Richer, L. (dir.).
(2016). La présence attentive (mindfulness). États des connaissances théoriques, empiriques et pratiques.
Québec, QC : Presses de l’Université du Québec.
MacDonald, M., Lipscomb, S., McClelland, M. M., Duncan, R., Becker, D., Anderson, K. et Kile, M.
(2016). Relations of preschoolers’ visual-motor and object manipulation skills with executive function and social behavior.
Research Quarterly for Exercise and Sport, 87(4), 396-407.
Allan, D. M., Allan, N. P., Lerner, M. D., Farrington, A. L. et Lonigan, C. J.
(2015). Identifying unique components of preschool children’s self-regulatory skills using executive function tasks and continuous performance tests.
Early Childhood Research Quarterly, 32, 40‑50.
Atance, C. M.
(2015). Young children's thinking about the future.
Child Development Perspectives, 9(3), 178-182.
Bialystok, E.
(2015). Bilingualism and the development of executive function: the role of attention.
Child Development Perspectives, 9(2), 117-121.
Cadima, J., Doumen, S., Verschueren, K. et Buyse, E.
(2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate.
Early Childhood Research Quarterly, 32, 1‑12.
Dadvand, P., Nieuwenhuijsen, M. J., Esnaola, M., Forns, J., Basagana, X., Alvarez-Pedrerol, M. et Sunyer, J.
(2015). Green spaces and cognitive development in primary school children.
Proceedings of the National Academy of Sciences, 112(26), 7937-7942.
Degol, J. L. et Bachman, H. J.
(2015). Preschool teachers’ classroom behavioral socialization practices and low-income children’s self-regulation skills.
Early Childhood Research Quarterly, 31, 89‑100.
Dias, N. M. et Seabra, A. G.
(2015). Is it possible to promote executive functions in preschoolers? A case study in Brazil.
International Journal of Child Care and Education Policy, 9(1), article 6.
Gomez, R. L. et Edgin, J. O.
(2015). Sleep as a window into early neural development: shifts in sleep-dependent learning effect across early childhood.
Child Development Perspectives, 9(3), 183-189.
Helal, S. et Weil-Barais, A.
(2015). Cognitive determinants of early letter knowledge.
European Early Childhood Education Research Journal, 23(1), 86‑98.
Iao, L.-S., Tsang, Y. T., Wong, M. Y. et Ho, H. Y.
(2015). Talking while thinking about another’s mind in preschoolers: Evidence of getting Vygotskian about social cognition.
Early Childhood Research Quarterly, 31, 1‑8.
Jabès, A. et Nelson, C. A.
(2015). 20 years after « The ontogeny of human memory: A cognitive neuroscience perspective », where are we?
International Journal of Behavioral Development, 39(4), 293-303.
Jeon, L. et Buettner, C. K.
(2015). Quality rating and improvment systems and children's cognitive development.
Child Youth Care Forum, 44, 191-207.
Low, J. et Keith, T.
(2015). The influence of auditory short-term memory on behavior problem development.
International Journal of Behavioral Development, 39(2), 105‑112.
Mahy, C. E. V. et Munakata, Y.
(2015). Transitions in Executive Function: Insights From Developmental Parallels Between Prospective Memory and Cognitive Flexibility.
Child Development Perspectives, 9(2), 128‑132.
Mayoral-Rodriguez, S., Timoneda-Gallart, C., Pérez-Alvarez, F. et Das, J.P.
(2015). Improving cognitive process in preschool children: the COGEST program.
European Early Childhood Education Research Journal, 23(2), 150-163.
Paulus, M., Licata, M., Kristen, S., Thoermer, C., Woodward, A. et Sodian, B.
(2015). Social understanding and self-regulation predict pre-schoolers’ sharing with friends and disliked peers A longitudinal study.
International Journal of Behavioral Development, 39(1), 53‑64.
Perone, S., Molitor, S. J., Buss, A. T., Spencer, J. P. et Samuelson, L. L.
(2015). Enhancing the executive fonctions of 3-year-olds in the dimensional change card sort task.
Child Development,86(3), 812-827.
Reed, H. C., Hurks, P. P. M., Kirschner, P. A. et Jolles, J.
(2015). Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study.
Journal of Research in Childhood Education, 29(3), 367‑389.
Riggins, T. et Rollins, L.
(2015). Developmental Differences in Memory During Early Childhood: Insights from Event-Related Potentials.
Child Development, 86(3), 889‑902.
Suor, J. H., Sturge-Apple, M. L., Davies, P. T., Cicchetti, D. et Manning, L. G.
(2015). Tracing Differential Pathways of Risk: Associations Among Family Adversity, Cortisol, and Cognitive Functioning in Childhood.
Child Development, 86(4), 1142-1158.
Sasser, T. R., Bierman, K. L. et Heinrichs, B.
(2015). Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors.
Early Childhood Research Quarterly, 30(Part A), 70-79.
Alarcón-Rubio, D., Sánchez-Medina, J. A. et Prieto-García, J. R.
(2014). Executive function and verbal self-regulation in childhood: developmental linkages between partially internalized private speech and cognitive flexibility.
Early Childhood Research Quarterly, 29(2), 95-105.
Anderson, B. A.
(2014). Value-driven attentional priority is context specific.
Psychonomic Bulletin & Review, 22(3), 750‑756.
Baiduri, B.
(2014). A Relational Thinking Process of Elementery School Students with High Capability.
Journal of Educational and Developmental Psychology, 4(2), 24-34.
Becker, D. R., Miao, A., Duncan, R. et McClelland, M. M.
(2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement.
Early Childhood Research Quarterly, 29(4), 411‑424.
Berry, D., Blair, C., Ursache, A., Willoughby, M. T. et Granger, D. A.
(2014). Early childcare, executive functioning, and the moderating role of early stress physiology.
Developmental Psychology, 50(4), 1250-1261.
Blair, C., Raver, C. C. et Berry, D. J.
(2014). Two approaches to estimating the effect of parenting on the development of executive function in early childhood.
Developmental Psychology, 50(2), 554-565.
Carlson, S. M., White, R. E. et Davis-Unger, A. C.
(2014). Evidence for a relation between executive function and pretense representation in preschool children.
Cognitive Development, 29, 1-16.
Cuevas, K. et Bell, M. A.
(2014). Infant attention and early childhood executive function.
Child Development, 85(2), 397-404.
Cuevas, K., Deater-Deckard, K., Kim-Spoon, J., Wang, Z., Morasch, K. C. et Bell, M. A.
(2014). A longitudinal intergenerational analysis of executive functions during early childhood.
British Journal of Developmental Psychology, 32(1), 50-64.
Cuevas, K., Deater-Deckard, K., Kim-Spoon, J., Watson, A. J., Morasch, K. C. et Bell, M. A.
(2014). What's mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood.
Developmental Science, 17(2), 224-238.
Demir, Ö. E. et Küntay, A. C.
(2014). Cognitive and neural mechanisms underlying socioeconomic gradients in language development: New answers to old questions.
Child Development Perspectives, 8(2), 113-118.
Devine, R. T. et Hughes, C.
(2014). Relations between false belief understanding and executive function in early childhood: a meta-analysis.
Child Development, 85(5), 1777-1794.
Ensor, R., Devine, R. T., Marks, A. et Hughes, C.
(2014). Mothers' cognitive references to 2-year-olds predict Theory of Mind at ages 6 and 10.
Child Development, 85(3), 1222-1235.
Keefe-Cooperman, K. et Brady-Amoon, P.
(2014). Preschooler sleep patterns related to cognitive and adaptive functioning.
Early Education and Development, 25(6), 859-874.
Kidd, C., Piantadosi, S. T. et Aslin, R. N.
(2014). The Goldilocks Effect in Infant Auditory Attention.
Child Development, 85(5), 1795‑1804.
Kuhn, L. J., Willoughby, M. T., Wilbourn, M. P., Vernon-Feagans, L., Blair, C. B. et The Family Life Project Key Investigators.
(2014). Early communicative gestures prospectively predict language development and executive function in early childhood.
Child Development, 85(5), 1898-1914.
Legare, C. H.
(2014). The contributions of explanation and exploration to children's scientific reasoning.
Child Development Perspectives, 8(2), 101-106.
Lillard, A. S. et Kavanaugh, R. D.
(2014). The contribution of symbolic skills to the development of an explicit Theory of Mind.
Child Development, 85(4), 1535-1551.
Nievar, M. A., Moske, A. K., Johnson, D. J. et Chen, Q.
(2014). Parenting practices in preschool leading to later cognitive competence: a family stress model.
Early Education and Development, 25(3), 318-337.
Smith Watts, A. K., Patel, D, Corley, R. P., Friedman, N. P., Hewitt, J. K., Robinson, J. L et Rhee, S. H.
(2014). Testing alternative hypotheses regarding the association between behavioral inhibition and language development in toddlerhood.
Child Development, 85(4), 1569-1585.
Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T. et Chang, A.
(2014). Deconstructing building blocks: Preschoolers' spatial assembly performance relates to early mathematical skills.
Child Development, 85(3), 1062-1076.
Willis, E. et Dinehart, L. H.
(2014). Contemplative practices in early childhood: implications for self-regulation skills and school readiness.
Early Child Development and Care, 184(4), 487-499.
Montroy, J. J., Bowles, R. P., Skibbe, L. E. et Foster, T. D.
(2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement.
Early Childhood Research Quarterly, 29(3), 298-309.
Hur, E., Buettner, C. K. et Jeon, L.
(2014). The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation.
Child & Youth Care Forum, 25(3), 318-337.
McDermott, P. A., Rikoon, S. H. et Fantuzzo, J. W.
(2014). Tracing children’s approaches to learning through Head Start, kindergarten, and first grade: different pathways to different outcomes.
Journal of Educational Psychology, 106(1), 200-213.
Hsiao, C. et Richter, L. M.
(2014). Early mental development as a predictor of preschool cognitive and behavioral development in South Africa: the moderating role of maternal education in the Birth to Twenty Cohort.
Infants et Young Children, 27(1), 74-87.
Fleck, B. K. B., Leichtman, M. D., Pillemer, D. B. et Shanteler, L.
(2013). The effects of documentation on young children's memory.
Early Childhood Research Quarterly, 28(3), 568-577.
Birbili, M.
(2013). Developing young children's thinking skills in Greek early childhood classrooms: curriculum and practice.
Early Child Development and Care, 183(8), 1101-1114.
Fuhs, M. W., Farran, D. C. et Nesbitt, K. T.
(2013). Preschool classroom processes as predictors of children’s cognitive self-regulation skills development.
School Psychology Quarterly, 28(4), 347-359.
Ganea, P. A. et Saylor, M. M.
(2013). Representational constraints on language development: Thinking and learning about absent things.
Child Development Perspectives, 7(4), 227-231.
Ghetti, S., Hembacher, E. et Coughlin, C. A.
(2013). Feeling uncertain and acting on it during the preschool years: a metacognitive approach.
Child Development Perspectives, 7(3), 160-165.
Jeon, H.-J., Peterson, C. A. et DeCoster, J.
(2013). Parent–child interaction, task-oriented regulation, and cognitive development in toddlers facing developmental risks.
Journal of Applied Developmental Psychology, 34(6), 257-267.
Röthlisberger, M., Neuenschwander, R., Cimeli, P. et Roebers, C. M.
(2013). Executive Functions in 5-to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement.
Journal of Educational and Developmental Psychology, 3(2), 153-167.
Nesbitt, K. T., Baker-Ward, L. et Willoughby, M. T.
(2013). Executive function mediates socio-economic and racial differences in early academic achievement.
Early Childhood Research Quarterly, 28(4), 774-783.
Bródy, G., Oláh, K., Király, I. et Biro, S.
(). Individuation of agents based on psychological properties in 10 month-old infants.
Infancy, 27(4), 809‑820.
Martarelli, C. S., Feurer, E., Dapp, L. C. et Roebers, C. M.
(). Profiles of executive functions and social skills in the transition to school: A person-centred approach.
Infant and Child Development, 27(6), 1-17.

Aucun résultat trouvé

Précédent Suivant

Thématiques

Filtrer les publications