The DOI matches its Crossref record; 130 of the 130 references it cites were found in a registry or an index; 32 of the 141 sources its claims cite were checked for support.
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Open accessAbstract
Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school. A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it. In this article, we review research and theory indicating that self-regulation and consequently school readiness are the product of integrated developmental processes at the biological and behavioral levels that are shaped by the contexts in which development is occurring. In doing so, we illustrate the idea that research on self-regulation powerfully highlights ways in which gaps in school readiness and later achievement are linked to poverty and social and economic inequality and points the way to effective approaches to counteract these conditions.
Overview
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TL;DR
This review argues that school readiness is best understood through the development of self-regulation, which integrates attention, emotion, stress physiology, and executive function and is shaped by biological and contextual processes. It contends that poverty-related adversity can alter stress physiology and caregiving in ways that undermine readiness, but that classroom interventions targeting self-regulation can improve academic and behavioral outcomes.
Key findings
- In a national survey, kindergarten teachers prioritized regulatory and social skills—such as paying attention, following directions, not being disruptive, and being sensitive to peers—over discrete academic skills like counting to 20 or knowing letters. A meta-analysis of six longitudinal datasets found early academic ability, especially early mathematics, to be the strongest predictor of later academic outcomes.
- The neurobiological model describes self-regulation as an interplay between emotional/motivational reactivity and attention networks; stress hormones including catecholamines and cortisol via the HPA axis relate to prefrontal cortex and executive function in an inverted-U pattern, with moderate arousal optimal.
- Poverty-related risk is linked to altered stress physiology and lower executive function. The Family Life Project found that greater poverty predicted less sensitive parenting, which predicted higher child basal cortisol, which in turn predicted lower executive function at age 3. Over 20% of U.S. children live in poverty, and in a nationally representative sample of more than 22,000 children, kindergarten language and math gaps between Mexican first-generation immigrant children and white native-born peers were largely attributable to family poverty and less center-based child care.
- Intervention evidence: the Chicago School Readiness Project reduced internalizing and externalizing behavior and improved executive function, vocabulary, letter naming, and math, with effect sizes from 0.34 to 0.63. REDI improved vocabulary, literacy, emotion knowledge, and social problem-solving, with some executive-function measures mediating or moderating literacy effects. Tools of the Mind showed mixed results: a small preschool randomized trial found executive-function and classroom-climate effects, a larger prekindergarten trial found no effects on academics or self-regulation, and a kindergarten cluster randomized trial found effects of 0.30–0.80 on vocabulary, reasoning, and attention in high-poverty schools, with smaller effects elsewhere and sustained reading and vocabulary growth into first grade. A meta-analysis of 99 studies on teacher-student relationships found an overall effect of about one-quarter of a standard deviation, with d = 0.15 for standardized achievement outcomes and larger effects for academically or behaviorally at-risk children.
Methods
- Narrative theoretical review, not an empirical study; it synthesizes a developmental psychobiological framework spanning neurobiology, behavior, and social context.
- Draws on prior literature including a national teacher survey, longitudinal datasets and meta-analyses, neuroendocrine studies, randomized controlled trials of early education programs (CSRP, REDI, Tools of the Mind), and studies of reading and mathematics instruction.
- Main analysis is conceptual integration; no new sample, data collection, or statistical analysis is reported.
Limitations
- Stated limitations: Not stated in the paper.
- Evident from the text: as a narrative review, it does not use a systematic search or meta-analytic synthesis, so conclusions depend on cited studies with varied designs and measures.
- Evident from the text: cited intervention findings are mixed—for example, Tools of the Mind showed null prekindergarten results but positive kindergarten results—and some cited meta-analytic models rely on teacher reports of social skills, which the authors note may miss peer-level effects.
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Claims the paper makes
53 Own interpretation · 41 No full text of the sources · 26 Sources not found · 21 No basis given · 18 Partly supported · 12 Not checked yet · 7 Supported · 2 Supported so far · 2 Couldn’t confirm · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“environmental conditions and interpersonal interactions, both positive and negative, are embedded biologically, shaping or canalizing the development of brain and behavior”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
What the sources say
- Supportedcites Blair & Raver 2012 source
The Conclusion describes early experience, stress physiology, and gene expression as forces that canalize brain and behavioral development. The section on Poverty, Parenting, and the Psychobiology of Self-Regulation says these influences shape developmental trajectories “for good and for ill.” Page numbers were not supplied. (LLM, conf=0.90)
- Partly supportedcites McEwen & Gianaros 2011 sourceExperimental — accuracy not yet measured
The Introduction says environmental exposure interacts with genetic liability from in utero onward, and that stressful experiences can produce adaptive or maladaptive changes in brain plasticity and behavior. The Interventions section also discusses interpersonal relationships and social support. The paper does not establish the broader claim that positive and negative environmental conditions and interpersonal interactions generally become biologically embedded and canalize brain and behavioral development. (LLM, conf=0.83)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“A growing empirical base clearly documents the relevance of multiple indicators of self-regulation to short- and long-term academic and behavioral outcomes in school”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
What the sources say
- Could not verifycites Hamre & Pianta 2001 sourceExperimental — accuracy not yet measured
Semantic Scholar returned no full-text snippets for Hamre and Pianta (2001) on either of two paper-scoped searches. The cited paper’s title concerns early teacher–child relationships and later school outcomes, but the available evidence does not establish its specific claim about multiple indicators of self-regulation. Unscoped results discuss self-regulation in other papers, but none provides a high-confidence match that would establish misattribution. (LLM, conf=0.72)
- Not checked — no full text of the sourcecites McClelland et al. 2007 source
- Not checked — no full text of the sourcecites Riggs et al. 2004 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“The approach to school readiness as self-regulation is based in the neurobiology of executive functions and emotional development as seen in the psychobiological model of temperament developed by Rothbart, Posner, and colleagues”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Derryberry & Rothbart 1988 source
- Could not verifycites Posner & Rothbart 1998 sourceExperimental — accuracy not yet measured
Semantic Scholar does not index the cited chapter, “The Development of Orienting to Locations and Objects,” so its text could not be checked. Unscoped results discuss Rothbart and Posner’s model and its relevance to self-regulation, but the strongest match scores only 0.655 and is not the cited chapter. These results do not establish that the chapter supports the school-readiness claim or that it was misattributed. (LLM, conf=0.65)
- Could not verifycites Rothbart 2004 sourceExperimental — accuracy not yet measured
Semantic Scholar does not index Rothbart’s 2004 “General introduction,” so its abstract and full text cannot be checked. An unscoped search found “School Readiness and Self-Regulation: A Developmental Psychobiological Approach” (score 0.703) and a relevant passage in “The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure” (score 0.681). Those matches show the claim’s ideas appear in the literature, but they do not establish that Rothbart’s introduction makes the claim or that the attribution is wrong. (LLM, conf=0.72)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Every source the paper cites for this claim was checked and supports it.
In the paper
“The regulation of this reactivity through attention is associated with three functionally, anatomically, and neurochemically distinct networks of attention in the brain: the alerting, orienting, and executive systems”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Supportedcites Petersen & Posner 2012 source
The Original Networks section identifies alerting, orienting, and executive attention networks with different functions and brain regions. The Elaborations sections distinguish alerting and orienting by their neuromodulators, while Differences in Network Efficiency links executive attention to dopamine-related genes. The Self-Regulation section also connects attention networks with control of emotion and behavior. (LLM, conf=0.87)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Attention serves to amplify or regulate levels of emotional and physiological arousal, and does so in the form of an inverted U-shaped curve”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Arnsten 2009 sourceExperimental — accuracy not yet measured
The passages labeled Abstract (page unavailable) discuss attention regulation under stress and an inverted U-shaped relationship between noradrenaline levels and working memory. They do not say that attention amplifies or regulates emotional and physiological arousal, or that attention does so along an inverted U-shaped curve. (LLM, conf=0.87)
- Not matchedcites D. Diamond et al. 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Increasingly, studies have also demonstrated that young children’s exposure to supportive versus negative interactions with parents, teachers, and peers shapes individual differences in emotional reactivity and regulation, in the control of attention, and in higher-order cognitive functions, in part through the mechanism of stress physiology”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not matchedcites Blair et al. 2011b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Evans & Schamberg 2009 source
- Partly supportedcites Ursache et al. 2013 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“A series of child-care studies (both in center-based and home-based care) has consistently demonstrated that children’s physiological reactivity as indicated by morning-to-afternoon rising cortisol levels on days attending out-of-home programs as well as emotional reactivity is affected by the quality of sensitivity versus intrusiveness and attention provided by teachers in those settings”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > The Student-Teacher Relationship
What the sources say
- Partly supportedcites Badanes et al. 2012 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
- Partly supportedcites Crockenberg & Leerkes 2005 sourceExperimental — accuracy not yet measured
The Introduction reports morning-to-afternoon cortisol increases in full-day, center-based childcare, and §1.2 describes associations between cortisol responses and children's emotional characteristics. Neither passage establishes that teacher sensitivity, intrusiveness, or attention affects physiological and emotional reactivity across center- and home-based care. The Introduction says the reported cortisol increases were observed while controlling for childcare quality. (LLM, conf=0.84)
- Not checked — no full text of the sourcecites Dettling et al. 1999 source
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“these estimated effect sizes are larger for children who are academically or behaviorally at risk (Hamre & Pianta 2001, Liew et al. 2010).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > The Student-Teacher Relationship
What the sources say
- Not checked — no full text of the sourcecites Hamre & Pianta 2001 source
- Partly supportedcites Liew et al. 2010 sourceExperimental — accuracy not yet measured
The Results (Regression Analyses; page not available) report larger teacher–student relationship effect sizes for children with low task accuracy than for those with high task accuracy. The study examined academically at-risk children, but it did not compare effect sizes between academically at-risk and other children; low task accuracy is also not established as a measure of behavioral risk. (LLM, conf=0.85)
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“On relatively simple relational reasoning tasks, children at younger ages show increased levels of activity in PFC relative to children at older ages”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
What the sources say
- Not checked — no full text of the sourcecites Durston et al. 2006 source
- Supportedcites Eslinger et al. 2009 source
The Introduction describes a relatively simple task involving one or two visuospatial relations. The Results (Age Regression) report that activation in bilateral prefrontal cortices was negatively correlated with age, and the Discussion describes greater frontal activation in younger children than in older children. (LLM, conf=0.93)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“a small proportion of children enter classrooms with a strong biobehavioral tendency to show high levels of reticence and anxiety when confronted with new people, places, and things”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Partly supportedcites Rubin et al. 1995 sourceExperimental — accuracy not yet measured
The paper’s introductory discussion (page unavailable) describes temperamentally wary or fearful children who may become socially reticent when they poorly regulate reactions to novelty. Its Additional information section reports anxiety and reticence in a subgroup, but does not establish that a small proportion of children enter classrooms with a strong biobehavioral tendency to respond this way to new people, places, and things. (LLM, conf=0.84)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
- It may state two separate claims as one. 51
- Probably not a substantial claim. 8
- The quote only partly states this claim. 1
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“At moderate increases in emotional and physiological reactivity, attention is increased and effortful regulation is maximized.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Arnsten 2009 sourceExperimental — accuracy not yet measured
The passages labeled Abstract (page unavailable) say that optimal catecholamine levels enhance prefrontal regulation and that, during alert non-stressed waking, noradrenaline neurons respond to relevant stimuli. They do not establish that moderate increases in emotional reactivity maximize effortful regulation; the paper also says acute mild stress can impair prefrontal function. (LLM, conf=0.84)
- Not matchedcites D. Diamond et al. 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“At very low or very high levels of reactivity, however, control of attention is decreased and effortful regulation is less likely to occur.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Arnsten 2009 sourceExperimental — accuracy not yet measured
The passages on the inverted U-shaped relationship (section labeled Abstract; page unavailable) say that both insufficient and excessive catecholamine activity impair prefrontal working memory. Another passage in that section says stress-related high catecholamine levels impair attention regulation and shift control away from thoughtful prefrontal regulation. The paper does not establish the full claim for very low or very high levels of reactivity generally, particularly that effortful regulation is less likely at very low reactivity. (LLM, conf=0.83)
- Not matchedcites D. Diamond et al. 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Variation in self-regulation is present in individual characteristics and in contextual factors as well as in in the interaction between them”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Blair 2014 sourceExperimental — accuracy not yet measured
The Introduction (page unavailable) links poverty-related adversity to differences in children’s self-regulation, and the Discussion reports that an educational program improved related neurocognitive and neuroendocrine measures. The paper also reports that some program effects differed by school poverty level. It does not establish the broader claim that variation in self-regulation reflects an interaction between individual characteristics and contextual factors. (LLM, conf=0.83)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Children with more emotionally negative, less well-regulated profiles performed less well academically from fall to spring of the school year than did their more emotionally well-regulated counterparts, with more emotionally negative compromised relationships with their teachers as one likely, empirically supported mediating mechanism”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Partly supportedcites Valiente et al. 2008 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“PFC is slower to mature and faster to decline than other brain areas (Toga et al. 2006, Zelazo & Lee 2010).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
- Partly supportedcites Toga et al. 2006 sourceExperimental — accuracy not yet measured
The Changes in gray and white matter section (p. 2) says the prefrontal cortex matures last, supporting slower maturation. The paper does not establish that it generally declines faster than other brain areas: its statement about especially rapid frontal loss concerns childhood-onset schizophrenia (Limitations of brain-imaging studies, p. 10), while its discussion of early degeneration is qualified to disorders such as Alzheimer’s disease (Cortical changes throughout life, p. 3). (LLM, conf=0.86)
- Not checked — no full text of the sourcecites Zelazo & Lee 2010 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“neurobiological studies indicating that the PFC, the seat of executive functions, is highly influenced by the physiological response to stress and demonstrates pronounced deficits in the context of chronic adversity (Cerqueira et al. 2007, Liston et al. 2011).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
What the sources say
- Supportedcites Cerqueira et al. 2007 source
The Introduction (page not provided) identifies working memory and other executive tasks as PFC functions affected by stress. The Discussion (page not provided) reports structural and electrophysiological changes underlying stress-induced PFC impairment, including behavioral impairments in chronically stressed rats. (LLM, conf=0.89)
- Not matchedcites Liston et al. 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“follow-up in kindergarten indicated some sustained effects of the program on language and effects on social competence that were moderated by kindergarten classroom and school characteristics (Bierman et al. 2014).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > FOSTERING SELF-REGULATION IS A PRIMARY WAY OF FOSTERING SCHOOL READINESS
What the sources say
- Partly supportedcites Bierman et al. 2014 sourceExperimental — accuracy not yet measured
The Results (Social Competence; page unavailable) report that classroom teacher–student interaction quality moderated effects on social problem-solving, while school-level achievement moderated effects on teacher-rated social competence. The Results (Language and Emergent Literacy Skills; page unavailable) report a sustained effect only on phonemic decoding, not on the other language and emergent-literacy measures. Describing this as a sustained effect on language is broader than the reported finding. (LLM, conf=0.86)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The neurocognitive and social-emotional skills integral to self-regulation undergird early learning and are likely to be compromised for children growing up in poverty and other adverse conditions.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“gaps in school readiness and later achievement are linked to poverty and social and economic inequality”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also, however, suggests the interrelatedness and malleability of development across levels of analysis from the genetic to the behavioral.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“At moderate levels of increase, neural activity in PFC is high and executive function abilities are maximized.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Executive functions can help to focus attention, and through attention enable the regulation of emotion and stress physiology.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Executive functions are important for making sense of complex information, but skills such as working memory and inhibitory control are overwhelmed when the complexity of information is too great.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“When information is too complex and environments are too stressful, executive functions shut down; when information is too simple and environments are uninteresting, executive functions are not called on.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such an allostatic understanding of self-regulation development informs understanding of how children may arrive at school with very different profiles of self-regulation capabilities and also the best ways to structure learning opportunities for children to support self-regulation.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“learning to spell in English requires holding multiple representations of letter-sound correspondence in mind and inhibiting one over the other”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Self-regulation is developing from infancy onward and shaped by the context in which development is occurring.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“These findings have important implications not only for understanding children as ready for those settings but also for ways that settings and caregivers are ready to meet and support the self-regulatory needs of young children”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Rimm-Kaufman & Pianta 2000 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“self-regulation in the individual is understood developmentally as a cybernetic, self-regulating system that adjusts in response to experience”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Luu & Tucker 2004 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Executive functions are also overwhelmed, as noted above, when stress is too great and hormones rise beyond optimal levels.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Variation at this level will influence physiological, emotional, attentional, and executive control responses to stimulation; individual differences at each of these levels feed forward to influence activity at higher levels.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Corticotrophin-releasing hormone initiates the rapid sympathetic adrenal response and the production of catecholamines, namely norepinephrine and dopamine, and also initiates activity in the slower-acting hypothalamic-pituitary-adrenal (HPA) axis, leading to the production of the steroid hormone cortisol”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Gunnar & Quevedo 2007 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Further evidence of the role of lower- versus higher-quality out-of-home care in “getting under the skin” extends to children’s compromised immune function, with child-care-linked increases in cortisol accompanied by lower immune function and higher rates of parent-reported illness”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Watamura et al. 2010 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“As these neurochemicals continue to rise beyond a moderate level, however, activity in PFC is reduced and activity is increased in brain areas associated with reactive motoric and emotional-motivational responses to stimulation”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Ramos & Arnsten 2007 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Increased emotional reactivity influences the demand on the control of attention, and the control of attention influences the demand on executive functions.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Notably, altered activity in the HPA axis in child-care facilities has been shown to be specific to weekdays if children attend lower-quality settings and is not manifested on days when children remain at home receiving higher-quality care from parents.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This process of adjustment is referred to as allostasis, as opposed to homeostasis, and occurs primarily through alteration of levels of stress hormones in response to experience, with consequent effects on emotion, attention, and executive functions.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“children’s abilities to get along with peers may have a substantial impact on learning at the group level that is less easily detectible at the individual level.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“children with these very different biobehavioral profiles have been found to engage in preschool classrooms in very different ways, with behaviorally uninhibited children more likely to talk more often in class, to play more readily with new peers, and to show more positive emotion in the context of the school day than their more behaviorally inhibited counterparts”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both are necessary.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“individuals with lower executive ability will show greater neural activity relative to high-ability individuals at lower levels of complexity, whereas individuals with higher ability will show greater activity at higher levels of complexity”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“crystallized, acquired abilities are chronometrically fast and more automatized and are associated with perceptual processes and memory retrieval of the temporal, parietal, and occipital lobes (Colom et al. 2009).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
- Not checked — no full text of the sourcecites Colom et al. 2009 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Temperamental predisposition to approach versus withdraw has been argued to play a particularly important role in structuring young children’s opportunities to engage their teachers in positive ways; for example, teachers have been found to spend more time talking with and providing instruction to children whom they view as more emotionally positive and less negative, difficult to manage, or cling”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“a number of studies have found positive engagement with peers to extend children’s attention, to support encoding and retrieval of information”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Activity in PFC increases in individuals with higher ability but decreases for individuals with lower ability as task complexity exceeds the capability of the individual.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Both fluid and crystallized skills develop rapidly early in the life span but follow distinct trajectories into middle and later adulthood, with crystallized abilities remaining generally robust and steady while fluid abilities decline with age (Horn & Cattell 1967, McArdle et al. 2002).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“the investment hypothesis, posits that fluid abilities, e.g., executive functions, enable or pave the way for the acquisition of acquired knowledge.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Most children are able to develop close friendships with peers in preschool, demonstrating patterns of behavioral homophily, with more exuberant and physically aggressive children picking similarly “wired” classmates as best friends, as do more inhibited or shy children”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Not checked — no full text of the sourcecites Eivers et al. 2012 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Children engaging in lower levels of conflict with teachers in their kindergarten year have demonstrated higher levels of academic achievement and more productive work habits through middle school grades (Hamre & Pianta 2001, O’Connor & McCartney 2007).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > The Student-Teacher Relationship
What the sources say
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“a growing knowledge base will expand the child’s zone of proximal development. It will allow the child to engage in more elaborate and complex processing of information”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“This research has elucidated the ways in which attention and emotion regulation support or constrain opportunities for learning in part through the facilitation of executive functions and engagement in learning and also through relationships with teachers and peers”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Not checked — no full text of the sourcecites Mashburn & Pianta 2006 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“More emotionally negative, less well-regulated children have also been found to be less likely to participate in class, to be absent from school more often, and to like school less than more emotionally well-regulated children”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Not matchedcites Valiente et al. 2007, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“the investment hypothesis has some longitudinal support indicating that fluid intelligence developmentally predicts later academic knowledge, particularly quantitative ability, and that this relation is strongest in childhood (Ferrer & McArdle 2004).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
- Not checked — no full text of the sourcecites Ferrer & McArdle 2004 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“fluid skills are chronometrically slow and physiologically effortful, such that repeated use can deplete executive skills.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“and on classroom climate, with some tentative evidence for effects on language development (Barnett et al. 2008).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > FOSTERING SELF-REGULATION IS A PRIMARY WAY OF FOSTERING SCHOOL READINESS
What the sources say
- Not checked — no full text of the sourcecites Barnett et al. 2008 source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Children in poverty are also less likely to experience family, home, and neighborhood environments that foster prototypically optimal self-regulation, and as a consequence, the impact of available learning opportunities is reduced.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As children make progress in self-regulation skills, they set the stage for concomitant progress in the growth of academic ability, and vice versa.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Hispanic, recently immigrated English-language learners enter kindergarten substantially lagging behind their monolingual, native-born, English-proficient peers in key school readiness domains emphasizing math and language skills but not in domains emphasizing socioemotional skills (Crosnoe 2007, Quirk et al. 2013).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Children in poverty have less access to higher-quality care outside the home and a significantly lower probability of attending preschools that are emotionally and cognitively supportive of optimal self-regulation (McCartney et al. 2007).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
What the sources say
- Not checked — no full text of the sourcecites McCartney et al. 2007 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Findings from the evaluation of this comprehensive program indicated benefits to children’s vocabulary and early literacy development as well as to children’s emotion knowledge and social problem-solving skills in the spring of the preschool year (Bierman et al. 2008a).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > FOSTERING SELF-REGULATION IS A PRIMARY WAY OF FOSTERING SCHOOL READINESS
What the sources say
- Not matchedcites Bierman et al. 2008a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the environment of poverty-related risk and early adversity also impacts self-regulation development in ways that impede the development of school readiness.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the approach is manifestly associated with turn taking in conversation, with positive social relationships with adults, and with reflective thinking and the use of language for purposes of regulating and organizing information.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AS A FRAMEWORK FOR EFFECTIVE TEACHING PRACTICES IN READING AND MATH
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By implicitly or explicitly formulating activities within the young child’s zone of proximal development, these structured learning activities for children function within the framework of readiness as self-regulation.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AS A FRAMEWORK FOR EFFECTIVE TEACHING PRACTICES IN READING AND MATH
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the effects of poverty on children’s chances of success in school begin early and can persist for years.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
The paper relies on this without support.
The consequences of adversity can be effectively reversed by appropriately structured prekindergarten and kindergarten experiences.
“Promising findings, however, suggest that the consequences of adversity can be effectively reversed by appropriately structured prekindergarten and kindergarten experiences.”
The paper relies on this without support.
The timetable of brain maturation, particularly prefrontal cortex maturation, is sufficiently known to support beginning formal schooling at about age 6.
“Given what is known about the timetable for brain maturation, particularly maturation of PFC, it is logical that children would begin formal schooling at about the age of 6 years.”
The paper relies on this without support.
Salivary cortisol levels index children's self-regulation.
“self-regulation, as indicated by levels of salivary cortisol as well as by executive function abilities”
The paper relies on this without support.
Teacher ratings of closeness versus conflict validly measure the quality of student-teacher relationships.
“Characterized through teachers’ ratings of their closeness versus conflict with children on standardized measures”
The paper relies on this without support.
Executive function abilities are a valid indicator of children's self-regulation.
“self-regulation, as indicated by levels of salivary cortisol as well as by executive function abilities”
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Duckworth, A. L., & Yeager, D. S. (2015) · Educational Researcher · doi:10.3102/0013189x15584327 · Cited by 993
“And exercising self-control also relies on executive function, a suite of top-down cognitive processes, including working memory (Blair & Raver, 2015; Diamond, 2013).”
BackgroundSelf-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
Robson, D. A., Allen, M. S., & Howard, S. J. (2020) · Psychological Bulletin · doi:10.1037/bul0000227 · Cited by 759
“…might be anticipated given that mathematical problem-solving requires cognitive Self-regulation in Childhood 32 control skills (Bull & Lee, 2014; Zhou, Chen, & Main, 2012) and prefrontal regions of the brain (Allan et al., 2014; Blair & Raver, 2015) that are considered critical for self-regulation.”
BackgroundInfluentialSelf-Control and Academic Achievement
Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-103230 · Cited by 662
The development of self-regulation across early childhood.
Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016) · Developmental Psychology · doi:10.1037/dev0000159 · Cited by 629
“Heterogeneity in behavioral self-regulation development Several prominent theories suggest the possibility of multiple self-regulation growth trajectories across early childhood (see Blair, 2010; Blair & Raver, 2012; 2015; Calkins, 2007; Lerner & Overton, 2008).”
BackgroundInfluentialExecutive function and metacognition: Towards a unifying framework of cognitive self-regulation
Roebers, C. M. (2017) · Developmental Review · doi:10.1016/j.dr.2017.04.001 · Cited by 592
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016) · Review of Research in Education · doi:10.3102/0091732x16673595 · Cited by 304
Pace, A. E., Alper, R. M., Burchinal, M., Golinkoff, R. M., & Hirsh‐Pasek, K. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.04.001 · Cited by 305
Developmental science and executive function
Blair, C. (2016) · Current Directions in Psychological Science · doi:10.1177/0963721415622634 · Cited by 271
“…have implications for all of the research directions discussed here, including construct differentiation, the relation of stress to EF, the use of research on EF as a basis for educational practice (Blair & Raver, 2015), and the measurement of EF (Willoughby, Holochwost, Blanton, & Blair, 2014).”
BackgroundMethodSelf-citationBeyond Willpower: Strategies for Reducing Failures of Self-Control
Duckworth, A. L., Milkman, K. L., & Laibson, D. (2018) · Gothic.net · doi:10.1177/1529100618821893 · Cited by 294
“Thus, there is tremendous value in understanding the long-term effects of adversity on executive function, particularly in childhood and adolescence (Blair & Raver, 2015) as well as the proximal effects of poverty, racism, and scarcity on self-controlled decision making (Duckworth, Kim, &…”
BackgroundSchmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R. J., & McClelland, M. M. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000193 · Cited by 282
“For children to take advantage of learning opportunities in classroom contexts, they must be able to pay attention, persist on challenging tasks, and avoid distractions (Blair & Raver, 2015; McClelland, Geldhof, Cameron, & Wanless, 2015).”
BackgroundVernon-Feagans, L., The Family Life Project Key Investigators, Willoughby, M., & Garrett-Peters, P. (2016) · Developmental Psychology · doi:10.1037/dev0000087 · Cited by 231
“…executive functions, poverty, school readiness Research has suggested that children’s early regulatory behaviors are foundational skills that promote better learning in school (Blair & Raver, 2015; McClelland, Acock, & Morrison, 2006; Rimm-Kaufman, Curby, Grimm, Nathanson, & Brock, 2009).”
InfluentialVandenbroucke, L., Spilt, J. L., Verschueren, K., Piccinin, C., & Baeyens, D. (2017) · Review of Educational Research · doi:10.3102/0034654317743200 · Cited by 284
“Additionally, we found one review study and one book chapter including a section on teacher–child interactions and EFs (Blair & Raver, 2015; McGrath, Thurman, Raisch, & Lucey, 2016) and one meta-analysis on the associations between observations of teacher–child interactions at the classroom level…”
BackgroundMcClelland, M. M., & Cameron, C. E. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.03.014 · Cited by 269
“…can be used to predict how children’s EF and motor skills provide children with the experiences necessary to acquire the academic skills needed for early school success and how that process can reciprocally strengthen EF and motor skill development (Blair & Raver, 2015; McClelland et al., 2015).”
InfluentialSEL Interventions in Early Childhood
McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017) · The Future of Children · doi:10.1353/foc.2017.0002 · Cited by 208
Smithers, L. G., Sawyer, A. C. P., Chittleborough, C. R., Davies, N. M., Davey Smith, G., & Lynch, J. W. (2018) · Nature Human Behaviour · doi:10.1038/s41562-018-0461-x · Cited by 175
An empirical basis for linking social and emotional learning to academic performance
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.01.009 · Cited by 191
Bernier, A., Beauchamp, M. H., Carlson, S. M., & Lalonde, G. (2015) · Developmental Psychology · doi:10.1037/dev0000032 · Cited by 183
Morgan, P. L., Farkas, G., Hillemeier, M. M., Pun, W. H., & Maczuga, S. (2018) · Child Development · doi:10.1111/cdev.13095 · Cited by 187
“…hypothesized to contribute to academic achievement and classroom behavior by helping children control and coordinate their goal-directed behaviors through planning, reasoning, organization, regulation, and information integration (e.g., Best, Miller, & Naglieri, 2011; Blair & Raver, 2014, 2015).”
BackgroundHughes, C. H., & Devine, R. T. (2017) · Child Development · doi:10.1111/cdev.12915 · Cited by 143
ten Braak, D., Lenes, R., Purpura, D. J., Schmitt, S. A., & Størksen, I. (2021) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2021.105306 · Cited by 182
Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2017) · International Journal of Behavioral Development · doi:10.1177/0165025416687412 · Cited by 159
“A growing body of literature has shown the malleability of self-regulation during childhood, using more restrictive methods such as randomized control trials (Blair, 2016; Blair & Raver, 2015; Schmitt et al., 2015).”
BackgroundMethodFernández‐Río, J., Estrada, J. A. C., Mendez‐Giménez, A., Méndez-Alonso, D., & Saborit, J. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00022 · Cited by 132
“School failure or individual’s progress in school have been related to different factors such as child characteristics, family background and contextual factors (i.e., school, teachers...) (Blair and Raver, 2015).”
BackgroundInfluentialOberer, N., Gashaj, V., & Roebers, C. M. (2018) · Human Movement Science · doi:10.1016/j.humov.2018.01.003 · Cited by 147
“Since executive functions are known to be a strong predictor of academic achievement (see above; Best, Miller, & Naglieri, 2011; Blair & Raver, 2015; Bull & Scerif, 2001; Willoughby, Blair, Wirth, & Greenberg, 2012), an indirect influence of physical fitness on academic achievement, via executive…”
BackgroundInfluentialMindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood
Zelazo, P. D., Forston, J. L., Masten, A. S., & Carlson, S. M. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00208 · Cited by 111
“EF skills are instrumental in regulating stress (e.g., Zelazo and Lyons, 2012; Hostinar et al., 2014; Blair and Raver, 2015), so the combination of high stress and low EF skills may pose a substantial and potentially synergistic risk to healthy neurocognitive development and adaptation more…”
BackgroundJaramillo, J. M., Rendón, M. I., Muñoz, L., Weis, M., & Trommsdorff, G. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00923 · Cited by 134
“First, self-regulation has been approached mainly from a biological and maturational perspective (Blair and Raver, 2015), without enough attention paid to cultural variation in developmental paths.”
BackgroundSkibbe, L. E., Montroy, J. J., Bowles, R. P., & Morrison, F. J. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.005 · Cited by 136
McClelland, M. M., Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., & Tracy, A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02365 · Cited by 135
“…EF contributes to academic outcomes, evidence suggests that the integration of working memory, attentional or cognitive flexibility, and inhibitory control in children’s overt behavior is important for their success in early classroom contexts (McClelland and Cameron, 2012; Blair and Raver, 2015).”
InfluentialBerthelsen, D. C., Hayes, N., White, S. L. J., & Williams, K. E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00903 · Cited by 132
Duncan, R. J., Schmitt, S. A., Burke, M., & McClelland, M. M. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.10.012 · Cited by 129
Weimer, A. A., Warnell, K. R., Ettekal, I., Cartwright, K. B., Guajardo, N. R., & Liew, J. (2021) · Developmental Review · doi:10.1016/j.dr.2020.100945 · Cited by 119
“Interestingly, increasing evidence suggests that both variables play a role in academic achievement (e.g., Blair & Raver, 2015; Duckworth, Taxer, Eskreis-Winkler, Galla, & Gross, 2019; Lockl, Ebert, & Weinert, 2017).”
BackgroundA Hierarchical Integrated Model of Self-Regulation
Blair, C., & Ku, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.725828 · Cited by 133
“reflective responses to stimulation are prioritized (Blair and Raver, 2015).”
BackgroundMethodInfluentialSelf-citationBlankenship, T. L., Slough, M. A., Calkins, S. D., Deater-Deckard, K. D., Kim‐Spoon, J., & Bell, M. A. (2019) · Developmental Science · doi:10.1111/desc.12824 · Cited by 115
“As such, EF is directly associated with school readiness (e.g., Blair & Raver, 2015; Welsh, Nix, Blair, Bierman, & Nelson, 2010) and academic success (e.g., St. Clair-Thompson & Gathercole, 2006).”
BackgroundSchool readiness skills at age four predict academic achievement through 5th grade
Ricciardi, C., Manfra, L., Hartman, S. C., Bleiker, C., Dineheart, L., & Winsler, A. (2021) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2021.05.006 · Cited by 135
School-entry skills predicting school-age academic and social–emotional trajectories
Burchinal, M., Foster, T. J., Garber, K. L., Bratsch‐Hines, M., Blair, C., & Vernon‐Feagans, L. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.08.004 · Cited by 133
Self-citationWeeland, J., Moens, M. A., Beute, F., Assink, M., Staaks, J. P. C., & Overbeek, G. J. (2019) · Journal of Environmental Psychology · doi:10.1016/j.jenvp.2019.101326 · Cited by 114
“Individual differences in self-regulation capacities are mostly explained by biological, familial and school factors (e.g., Blair & Raver, 2015; Bridgett, Burt, Edwards, & Deater-Deckard, 2015).”
BackgroundMcKinnon, R. D., & Blair, C. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.03.011 · Cited by 117
Self-citationEarly childhood profiles of sleep problems and self‐regulation predict later school adjustment
Williams, K. E., Nicholson, J. M., Walker, S., & Berthelsen, D. C. (2016) · British Journal of Educational Psychology · doi:10.1111/bjep.12109 · Cited by 103
“The extent to which children have developed and practised earlier skills in moderating their behaviour through processes of attentional and emotional regulation will influence their ability to adapt to the classroom environment (Blair & Raver, 2015) and develop prosocial skills (Blair et al., 2014).”
Executive function predicts school readiness in autistic and typical preschool children
Pellicano, E., Kenny, L., Brede, J., Klaric, E., Lichwa, H., & McMillin, R. (2017) · Cognitive Development · doi:10.1016/j.cogdev.2017.02.003 · Cited by 106
Bernier, A., McMahon, C. A., & Perrier, R. (2016) · Developmental Psychology · doi:10.1037/dev0000225 · Cited by 101
“Still, it is widely accepted that school readiness is more than a strictly academic concept and also includes emotional, social, and behavioral domains (Blair & Raver, 2015; Davies et al., 2016).”
BackgroundMuir, R. A., Howard, S. J., & Kervin, L. K. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09740-6 · Cited by 173
“…development systems theory perspective, which asserts that skills do not develop in isolation, and all development represents a bidirectional and dynamic process between the development of increasingly complex skills over time and across contexts (Blair & Raver, 2015; McClelland et al., 2015).”
BackgroundDynamical systems modeling of early childhood self-regulation.
Cole, P. M., Bendezú, J. J., Ram, N., & Chow, S. (2017) · Emotion · doi:10.1037/emo0000268 · Cited by 92
“By first grade most children’s capacity to regulate their emotions and actions has developed to the point that they are ready to handle the everyday frustrations and challenges of the school day (Blair & Raver, 2015).”
BackgroundRussell, C. G., & Russell, A. (2018) · Nutrients · doi:10.3390/nu10060692 · Cited by 98
Williams, K. E. (2018) · International Journal of Early Childhood · doi:10.1007/s13158-018-0215-y · Cited by 132
“Early differences in children’s self-regulatory abilities are thought to be the primary contributor to socioeconomic gaps in school readiness and later achievement (Blair and Raver 2015).”
BackgroundInfluentialWesarg, C., Ebbes, R., Hensums, M., Wagemaker, E., Zaharieva, M. S., Staaks, J. P. C., van den Akker, A. L., Visser, I., Hoeve, M., Brummelman, E., et al. (2023) · Developmental Review · doi:10.1016/j.dr.2023.101090 · Cited by 130
Toward a Unifying Model of Self-regulation: A Developmental Approach
Cole, P. M., Ram, N., & English, M. S. (2018) · Child Development Perspectives · doi:10.1111/cdep.12316 · Cited by 97
“Being able to tolerate challenges, in more than just a momentary way, is necessary to be ready for school (Blair & Raver, 2015).”
BackgroundThe Science of Habit and Its Implications for Student Learning and Well-being
Fiorella, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09525-1 · Cited by 131
Lonigan, C. J., Allan, D. M., & Phillips, B. M. (2016) · Developmental Psychology · doi:10.1037/dev0000247 · Cited by 106
Tülübaş, T., Karakose, T., & Papadakis, S. (2023) · European Journal of Investigation in Health, Psychology and Education · doi:10.3390/ejihpe13100143 · Cited by 90
“…defined as ‘the self-initiated regulation of thoughts, feelings, and actions when enduringly valued goals conflict with momentarily more gratifying goals’ [p.37] [128] is considered to be significant not only for avoiding addiction but also for maintaining grit for learning or AA [129–131].”
BackgroundMother-child behavioral and physiological synchrony
Bell, M. A. (2020) · Advances in child development and behavior · doi:10.1016/bs.acdb.2020.01.006 · Cited by 100
Social-Emotional Assessment, Performance, and Standards
McKown, C. (2017) · The Future of Children · doi:10.1353/foc.2017.0008 · Cited by 91
Brandes-Aitken, A. N., Braren, S. H., Swingler, M. M., Voegtline, K., & Blair, C. (2019) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2019.04.006 · Cited by 98
Self-citationMartinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P. A., O’Riordan, M. R., & Grazzani, I. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.760782 · Cited by 140
“Children with higher social emotional competence in preschool build and maintain more successful relationships with parents and teachers at the start of school and have more positive interactions with peers (McCabe and Altamura, 2011; Blair and Raver, 2015).”
BackgroundWatts, T. W., Gandhi, J., Ibrahim, D. A., Masucci, M. D., & Raver, C. C. (2018) · PLoS ONE · doi:10.1371/journal.pone.0200144 · Cited by 95
Self-citationRussell, C. G., & Russell, A. (2019) · Obesity Reviews · doi:10.1111/obr.12838 · Cited by 97
Devine, R. T., Ribner, A., & Hughes, C. H. (2019) · Child Development · doi:10.1111/cdev.13217 · Cited by 93
“Temperamental traits have traditionally been studied in isolation from EF but the past decade has witnessed efforts to unite these once disparate bodies of scholarship (e.g., Blair & Raver, 2015; Nigg, 2017).”
Shokrkon, A., & Nicoladis, E. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.848696 · Cited by 114
“Also, children with better cognitive flexibility might be more capable in applying the variable rules of language (Blair and Raver, 2015).”
BackgroundSelf-Control in Childhood: A Synthesis of Perspectives and Focus on Early Development
Gagne, J. R. (2017) · Child Development Perspectives · doi:10.1111/cdep.12223 · Cited by 91
Devine, R. T., Bignardi, G., & Hughes, C. H. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.01902 · Cited by 93
“…have seen a growth of interest in how children’s early academic abilities relate to parental behaviors, on the one hand, and children’s emerging executive functions (EF–the suite of cognitive processes involved in the control of thoughts and actions) (Blair and Raver, 2015) on the other hand.”
BackgroundInfluentialEffect of the tools of the mind kindergarten program on children’s social and emotional development
Blair, C., McKinnon, R. D., & Daneri, M. P. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.01.002 · Cited by 99
“The integration of cognition and emotion in educational contexts A highly salient aspect of research on social-emotional and noncognitive skill formation in educational contexts is the integrated nature of academic and social-emotional competence (Blair & Raver, 2015).”
BackgroundSelf-citationCameron, C. E., Kim, H., Duncan, R. J., Becker, D. R., & McClelland, M. M. (2019) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2019.02.004 · Cited by 87
Pyle, A., Poliszczuk, D., & Danniels, E. (2018) · Journal of Research in Childhood Education · doi:10.1080/02568543.2017.1416006 · Cited by 77
“Early learning programs and curricula that emphasize play as a foundation for learning have demonstrated promising outcomes in multiple domains (e.g., Blair & Raver, 2015), including language and literacy development (Stagnitti, Bailey, Stevenson, Reynolds, & Kidd, 2015).”
BackgroundWilliams, K. E., & Berthelsen, D. C. (2019) · Psychology of Music · doi:10.1177/0305735619861433 · Cited by 103
“Potential for a rhythm and movement intervention to improve self-regulation Despite evidence that neurobiological deficits underpin socioeconomic gradients in self-regulation development (Blair & Raver, 2015; Diamond, 2016), very few interventions have taken a neurobiological approach.”
BackgroundShunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform
Lillard, A. S. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09483-3 · Cited by 75
“The characteristics Montessori noted also resemble the Bautotelic^ personality associated with regularly achieving Bflow^ states through deep concentration on work (Csikszentmihalyi 1997) and characteristics of a self-regulated learner (Blair and Raver 2015).”
BackgroundSchool Readiness Profiles and Growth in Academic Achievement
Pan, Q., Trang, K. T., Love, H. R., & Templin, J. L. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00127 · Cited by 101
“Additionally, findings support the inclusion of personal and social skills, including selfregulation, as components of school readiness that are important for children’s continued academic achievement (Blair and Raver, 2015).”
BackgroundWhite, R. E., Thibodeau‐Nielsen, R. B., Palermo, F., & Mikulski, A. M. (2021) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2021.03.005 · Cited by 90
Hudson, K. N., Ballou, H. M., & Willoughby, M. T. (2020) · Developmental Science · doi:10.1111/desc.13071 · Cited by 99
Co- and self-regulation of emotions in the preschool setting
Silkenbeumer, J. R., Schiller, E.-M., & Kärtner, J. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.014 · Cited by 71
“…aspect of the broader concept of self-regulation, and a growing amount of empirical research points out that self-regulation of emotions is associated with competencies that are relevant for school readiness and academic achievement (for reviews see Blair & Raver, 2015; La Paro & Pianta, 2000).”
BackgroundTraining Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer
Gunzenhauser, C., & Nückles, M. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.624008 · Cited by 91
Wang, M., Binning, K. R., Toro, J. D., Qin, X., & Zepeda, C. D. (2021) · Child Development · doi:10.1111/cdev.13531 · Cited by 83
Educating Homeless and Highly Mobile Students: Implications of Research on Risk and Resilience
Masten, A. S., Fiat, A. E., Labella, M. H., & Strack, R. A. (2015) · School Psychology Review · doi:10.17105/spr-15-0068.1 · Cited by 70
“Teachers value EF because children’s selfcontrol is fundamental for learning in a classroom context, and numerous studies have shown the importance of these skills for school readiness and success (Blair & Raver, 2015).”
BackgroundSankalaite, S., Huizinga, M., Dewandeleer, J., Xu, C., de Vries, N., Hens, E., & Baeyens, D. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.718262 · Cited by 119
Linking Executive Functions and Procedural Metacognition
Roebers, C. M., & Feurer, E. (2015) · Child Development Perspectives · doi:10.1111/cdep.12159 · Cited by 78
de la Fuente, J., Martínez-Vicente, J. M., Santos, F. H., Sander, P., Fadda, S., Karagiannopoulou, E., Boruchovitch, E., & Kauffman, D. F. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.861493 · Cited by 66
“, 2020a); and SR is positively related to well-adjusted behavior in academic achievement (Blair and Raver, 2015; Bernardo et al., 2019).”
BackgroundHuman–Animal Interaction Research in School Settings: Current Knowledge and Future Directions
Gee, N. R., Griffin, J. A., & McCardle, P. (2017) · AERA Open · doi:10.1177/2332858417724346 · Cited by 94
“Several research teams (Blair & Raver, 2015; Graziano, Reavis, Keane, & Calkins, 2007; Shields et al., 2001) have examined or recommend examining HAI from the lens of developmental theories addressing EF and self-regulation.”
BackgroundLin, B., Liew, J., & Pérez, M. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.10.004 · Cited by 79
Garon‐Carrier, G., Boivin, M., Lemelin, J., Kovas, Y. V., Parent, S., Séguin, J. R., Vitaro, F., Tremblay, R. E., & Dionne, G. (2018) · Journal of School Psychology · doi:10.1016/j.jsp.2018.02.004 · Cited by 77
“Food” and “non-food” self-regulation in childhood: a review and reciprocal analysis
Russell, C. G., & Russell, A. (2020) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-020-00928-5 · Cited by 73
“tioning and development, as shown by its associations with a wide range of developmental outcomes, including behavioral, social, emotional and academic adjustment [1–8], school readiness [9, 10] positive health outcomes”
BackgroundPredictive links among vocabulary, mathematical language, and executive functioning in preschoolers
Schmitt, S. A., Purpura, D. J., & Elicker, J. G. (2019) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2018.12.005 · Cited by 69
Hernández, M. M., Valiente, C., Eisenberg, N., Berger, R. H., Spinrad, T. L., VanSchyndel, S. K., Silva, K. M., Southworth, J., & Thompson, M. S. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2016.10.004 · Cited by 76
Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., Silva, K. M., Diaz, A., Gal‐Szabo, D. E., Thompson, M. S., et al. (2018) · Early Education and Development · doi:10.1080/10409289.2018.1496722 · Cited by 70
“Self-regulation also promotes planning and problem solving (Blair & Raver, 2015; Kim & Cameron, 2016), which have positive implications for academic performance (Eisenberg, Valiente, et al., 2010; Kim et al., 2018).”
BackgroundPerry, R. E., Braren, S. H., Blair, C., & The Family Life Project Key Investigators (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01544 · Cited by 71
“However, core cognitive and socialemotional skills have been demonstrated to be equally important facets of school readiness (Campbell and Stauffenberg, 2008; Blair and Raver, 2015; Eickmann et al., 2016).”
BackgroundResultSelf-citationBlair, C., & McKinnon, R. D. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.10.001 · Cited by 68
“Although academic preparedness plays a prominent role in school readiness (Duncan et al., 2007; Pianta, La Paro, Payne, Cox, & Bradley, 2002), self-regulation abilities, including executive functions as well as social and emotional aspects of self-regulation are also important (Blair & Raver, 2015).”
BackgroundSelf-citationMicalizzi, L., Brick, L. A. D., Flom, M., Ganiban, J. M., & Saudino, K. J. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.01.007 · Cited by 65
Sun, Y., Lamoreau, R., O’Connell, S. S., Horlick, R., & Bazzano, A. N. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18116091 · Cited by 81
“Self-regulation refers to the internal processes that allow children to manage their thoughts, behavior, and emotions [17].”
BackgroundDiPerna, J. C., Lei, P., Cheng, W., Hart, S. C., & Bellinger, J. M. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000191 · Cited by 62
“As children move through the primary grades, they are establishing key social-emotional (e.g., self-regulation, peer relationships) and academic (e.g., letter naming, vocabulary skills) competencies necessary for later school success (Blair & Raver, 2015; Early, Pianta, & Cox, 1999).”
BackgroundInfluentialJarraya, S., Wagner, M. O., Jarraya, M., & Engel, F. A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.00796 · Cited by 72
Assessment of executive functions in school-aged children: A narrative review
Souissi, S., Chamari, K., & Bellaj, T. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.991699 · Cited by 56
Ribner, A. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101251 · Cited by 66
Calhoun, B. H., Williams, J. G., Greenberg, M. T., Domitrovich, C. E., Russell, M. A., & Fishbein, D. H. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.561196 · Cited by 78
“Following from this body of evidence, it is plausible that both prior cognitive and affective arousal regulatory deficits may affect heterogeneity of response to SEL programming, perhaps especially in very low-income children who commonly experience socioenvironmental risks and often do not have the opportunities and…”
BackgroundInfluentialFehlbaum, L. V., Borbás, R., Paul, K., Eickhoff, S. B., & Raschle, N. M. (2021) · Social Cognitive and Affective Neuroscience · doi:10.1093/scan/nsab105 · Cited by 56
“the transition from kindergarten to formal school education (Blair, 2002; Blair and Raver, 2015)].”
BackgroundNeuroscientific Insights: Attention, Working Memory, and Inhibitory Control
Raver, C. C., & Blair, C. (2016) · The Future of Children · doi:10.1353/foc.2016.0014 · Cited by 76
Self-citationTraverso, L., Viterbori, P., & Usai, M. C. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02053 · Cited by 65
“Consequently, promoting EF may constitute a useful strategy to reduce the neurocognitive disparities among children before school entry and to increase the likelihood of positive developmental outcomes (Blair and Raver, 2015).”
BackgroundGiordano, G., López, M. G., & Alesi, M. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph182211745 · Cited by 75
Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2017.01.004 · Cited by 68
“…although research suggests that greater reactivity combined with fewer environmental supports is negatively associated with the development of regulatory skills and this has been linked to negative outcomes (including school achievement) in children (Blair & Raver, 2012; Blair & Raver, 2015).”
BackgroundDoes increased physical activity in school affect children's executive function and aerobic fitness?
Kvalø, S. E., Bru, E., Brønnick, K., & Dyrstad, S. M. (2017) · Scandinavian Journal of Medicine and Science in Sports · doi:10.1111/sms.12856 · Cited by 77
Wade, M., Jenkins, J. M., Venkadasalam, V. P., Binnoon-Erez, N., & Ganea, P. A. (2018) · Cognitive Development · doi:10.1016/j.cogdev.2018.01.005 · Cited by 63
“Developmental psychobiological models posit that children’s cognitive abilities provide a proximal mechanism through which social-contextual influences support early learning, including the acquisition and maturation of specific academic skills (Blair & Raver, 2015).”
BackgroundWenz-Gross, M., Yoo, Y., Upshur, C. C., & Gambino, A. J. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01886 · Cited by 77
“…approaches to learning that are essential for accessing both formal and informal learning opportunities in the classroom, e.g., cooperating with others, managing stress, attending to and following directions, task persistence, etc. (Denham et al., 2012; Blair and Raver, 2015; Razza et al., 2015).”
BackgroundInfluentialSchmerse, D. (2020) · Child Development · doi:10.1111/cdev.13357 · Cited by 56
“Selfregulation is conceptualized as a broader system of functions that organize top-down control of goaldirected behavior (Blair & Raver, 2015; Nelson et al., 2017).”
BackgroundInfluentialInvesting in Early Childhood Development in Preschool and at Home
Duncan, G. J., Kalil, A., Mogstad, M., & Rege, M. (2022) · National Bureau of Economic Research · doi:10.3386/w29985 · Cited by 68
van Loon, M. H., de Bruin, A. B. H., Leppink, J., & Roebers, C. M. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.01.008 · Cited by 62
“Children in elementary school must develop skills that allow them to adapt to increasing study demands, including making plans, prioritizing study tasks, allocating study time, and making use of appropriate study strategies (Blair & Raver, 2015).”
Background
Metadata
- Authors
- Blair, C., & Raver, C. C.
- Affiliations
- New York University (US)
- ORCID
- Blair, Clancy
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2015-01-03
- Volume
- 66
- Issue
- 1
- Pages
- 711-731
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- PMC
- PMC4682347
- OpenAlex
- W2096524996
- Cited by
- 1,240
- References
- 130
- Citations by year
- 2026: 163 · 2025: 164 · 2024: 120 · 2023: 101 · 2022: 127 · 2021: 129 · 2020: 137 · 2019: 93 · 2018: 89 · 2017: 75 · 2016: 27 · 2015: 10
- FWCI
- 25.13
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Annual Review of Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD046160)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- school readiness, self-regulation, young children, poverty, socioeconomic disparities, academic performance
- MeSH terms
- Child Behavior, Child Development, Child, Preschool, Humans, Poverty, Schools, Executive Function, Social Skills
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