The DOI matches its Crossref record.
Quantitative Analyses of Schooling Effects on Executive Function in Young Children
Abstract
Developmental studies have demonstrated the utility of select executive function (EF) tasks for the early diagnosis of specific learning-related problems (e.g., Snow, 1998). However, previous data demonstrating schooling effects on EF measures suggests potential pitfalls in clinical interpretation. In the present study three common EF measures, (Wisconsin Card Sort, Thurstone Word Fluency, and a mazes task) in addition to a VIQ estimating task, were administered to a cross-section of 115 children aged 7 to 9. Using a school-entrance cut-off design the unique contributions of formal schooling versus age-related changes to performance on the EF measures were examined. Schooling effects were both task and age-dependent supporting the conclusion that the proper use of EF measures with children in this age range depends upon consideration of factors beyond that usually depicted in net-effect models.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“School entry also has an impact on the development of self‐regulation, with research suggesting that schooling can improve executive functions (McCrea et al., 1999; see also Morrison et al., 2010).”
From The effectiveness of implementation intentions in children: A systematic review and meta‐analysis (2026) · cites this paper as McCrea et al., 1999
Citations
Cited by
Executive functions after age 5: Changes and correlates.
Best, J. R., Miller, P. H., & Jones, L. L. (2009) · Developmental Review · doi:10.1016/j.dr.2009.05.002 · Cited by 1,007
The effectiveness of implementation intentions in children: A systematic review and meta‐analysis
Breitwieser, J., & Reinelt, T. (2026) · British Journal of Psychology · doi:10.1111/bjop.70065 · Cited by 1
Metadata
- Authors
- McCrea, S. M., Mueller, J. H., & Parrila, R. K.
- Affiliations
- University of Alberta (CA)
- ORCID
- Parrila, Rauno K.
- Venue
- Child Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 1999-12
- Volume
- 5
- Issue
- 4
- Pages
- 242-250
- ISSN
- 0929-7049 (ISSN-L)
- 1744-4136
- OpenAlex
- W1988760344
- Cited by
- 43
- References
- 0
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 1 · 2022: 3 · 2021: 1 · 2020: 3 · 2019: 3 · 2018: 2 · 2017: 3 · 2016: 2 · 2014: 2 · 2013: 2 · 2012: 2
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Child Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Clinical Psychology › Historical and Modern Theater Studies
- Keywords
- executive function, schooling effects, young children, age-related changes, Wisconsin Card Sorting Test, verbal fluency, maze task, learning disabilities
- MeSH terms
- Age Factors, Child, Concept Formation, Educational Status, Female, Humans, Male, Neuropsychological Tests, Practice, Psychological, Problem Solving, Mental Recall, Maze Learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Quantitative Analyses of Schooling Effects on Executive Function in Young Children. https://app.cochat.ai/papers/10.1076/0929-7049(199912)05:04;1-r;ft242
- The paper
- McCrea, S. M., Mueller, J. H., & Parrila, R. K. (1999). Quantitative Analyses of Schooling Effects on Executive Function in Young Children. Child Neuropsychology. https://doi.org/10.1076/0929-7049(199912)05%3A04%3B1-r%3Bft242
Data sources
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.
