The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.
Individual differences in executive functioning predict preschoolers’ improvement from theory-of-mind training.
Abstract
Twenty-four 3.5-year-old children who initially showed poor performance on false-belief tasks participated in a training protocol designed to promote performance on these tasks. Our aim was to determine whether the extent to which children benefited from training was predicted by their performance on a battery of executive functioning tasks. Findings indicated that individual differences in executive functioning performance strongly and consistently predicted improvement in children's false-belief performance and their ability to appropriately explain false-belief-based behavior, both during the training period and during the posttest. These findings were robust after statistically controlling for several relevant covariates. These results are consistent with the suggestion that executive functioning skills promote developments in theory of mind by facilitating the ability to reflect upon and learn from relevant experience.
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Cites
Wimmer, H. (1983) · Cognition · doi:10.1016/0010-0277(83)90004-5 · Cited by 6,305
Blair, C., & Razza, R. P. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01019.x · Cited by 3,140
Interventions shown to aid executive function development in children 4 to 12 years old
Diamond, A., & Lee, K. (2011) · Science · doi:10.1126/science.1204529 · Cited by 2,901
Executive function in preschoolers: A review using an integrative framework.
Garon, N., Bryson, S. E., & Smith, I. M. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.1.31 · Cited by 2,695
Individual Differences in Inhibitory Control and Children's Theory of Mind
Carlson, S. M., & Moses, L. J. (2001) · Child Development · doi:10.1111/1467-8624.00333 · Cited by 2,072
Self-citationPreschool Program Improves Cognitive Control
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007) · Science · doi:10.1126/science.1151148 · Cited by 2,025
Developmentally Sensitive Measures of Executive Function in Preschool Children
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Self-citationThe Dimensional Change Card Sort (DCCS): A method of assessing executive function in children
Zelazo, P. D. (2006) · Nature Protocols · doi:10.1038/nprot.2006.46 · Cited by 1,579
Self-citationThree-year-olds’ difficulty with false belief: The case for a conceptual deficit
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Cited by
Devine, R. T., & Hughes, C. (2014) · Child Development · doi:10.1111/cdev.12237 · Cited by 558
Rethinking Executive Function and Its Development
Doebel, S. (2020) · Perspectives on Psychological Science · doi:10.1177/1745691620904771 · Cited by 517
Executive function: Reflection, iterative reprocessing, complexity, and the developing brain
Zelazo, P. D. (2015) · Developmental Review · doi:10.1016/j.dr.2015.07.001 · Cited by 499
Self-citationBagetta (2016) · doi:10.1111/mbe.12100 · Cited by 433
Executive Function in Children and Adolescents with Critical Cyanotic Congenital Heart Disease
Cassidy, A. R., White, M. T., DeMaso, D. R., Newburger, J. W., & Bellinger, D. C. (2015) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617714001027 · Cited by 239
Metadata
- Authors
- Benson, J. E., Sabbagh, M. A., Carlson, S. M., & Zelazo, P. D.
- Venue
- Developmental Psychology
- Published
- 2013-09
- Volume
- 49
- Issue
- 9
- Pages
- 1615-1627
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2157183770
- Cited by
- 182
- References
- 13
- FWCI
- 25.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
