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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Items 701–800 of 1,229
Solitary and Social Pretend Play: Associations with the Inhibitory Control of Preschool Children
Trawick‐Smith, J., DeLapp, J., McAuliffe, M. D., & Pike, D. (2025) · Early Childhood Education Journal · doi:10.1007/s10643-025-02027-1 · Cited by 4
Lawrence, O. B., Chang, M., & Lawrence, A. B. (2025) · Education Sciences · doi:10.3390/educsci16010042 · Cited by 4
Self-Regulation Competence as a Superpower: An Integrated Framework for K-12
Trautwein, U., Eberhart, J., Dignath, C., Bonner, C. V., & Roberts, B. W. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10190-z · Cited by 6
“…a set of cognitive skills that support goal-directed behavior via top-down con-trol of behavior, emotion, and cognition (e.g., Blair & Raver, 2015; Nigg, 2017) and which are closely linked to academic success and a broad set of favorable developmental outcomes (Blair & Raver, 2015; Diamond, 2013).”
InfluentialSchulbereitschaft – Perspektiven auf ein multidimensionales Konzept
Dubowy, M., & Hasselhorn, M. (2022) · Frühe Bildung · doi:10.1026/2191-9186/a000588 · Cited by 3
Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk
Dahl‐Leonard, K., Hall, C., Beegle, B., & Capin, P. (2022) · Intervention in School and Clinic · doi:10.1177/10534512221140537 · Cited by 3
Examining the Relation Between Exercise and Word Learning in Preschool-Age Children
Mellor, L., & Morini, G. (2023) · Journal of Speech Language and Hearing Research · doi:10.1044/2022_jslhr-22-00250 · Cited by 6
Tang, L., Gu, J., Shao, M., & Zhao, L. (2024) · Research in Science & Technological Education · doi:10.1080/02635143.2024.2338809 · Cited by 3
“Young children’s psychological self-regulation skills can enhance executive function, which may lay the foundation for young children to cope with challenges of school readiness and resilience in later life (Blair and Raver 2015).”
Rashid, N., Masath, F. B., & Nkuba, M. G. (2024) · Cogent Psychology · doi:10.1080/23311908.2024.2330243 · Cited by 5
“Blair et al. (2015) observe that stress, anxiety, and emotion are the major areas of psychological wellbeing which affect reading and pre-reading skills among school children.”
Okul Öncesi Dönemde Yürütücü İşlevlerin Sosyal Beceriler Üzerindeki Yordayıcı Rolü
Yurdakul, Y. (2024) · Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi · doi:10.53444/deubefd.1376413 · Cited by 3
Associations between executive functions at age 3 and children’s learning behaviors at age 6
Guedes, C., Ferreira, T., de Lemos, M. S., & Cadima, J. (2024) · International Journal of Behavioral Development · doi:10.1177/01650254241287228 · Cited by 10
“Seminal conceptual frameworks such as the developmental psychobiological perspective (Blair & Raver, 2015) and several empirical studies (e.g., Blair & Razza, 2007; McClelland et al., 2007) have established the importance of the core processes of EFs for children’s readiness skills tied directly to…”
InfluentialKolloff, K., Ger, E., & Roebers, C. M. (2025) · Metacognition and Learning · doi:10.1007/s11409-025-09422-4 · Cited by 6
“In addition, if individuals do not learn to monitor their learning early on, poor monitoring and learning habits can become ingrained and continue to hinder educational success (Blair & Raver, 2015; Dunlosky & Metcalfe, 2009).”
Lee, P. C., Chuang, N., Lee, M. J., et al. (2025) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2025.100568 · Cited by 3
McGregor, C. M., Arditti, J. A., Shannon, R. B., & Blalock, J. S. (2025) · Family Sciences · doi:10.3390/famsci1020009 · Cited by 3
Jenkins, J. M., Sabol, T. J., & Farkas, G. (2018) · Evaluation Review · doi:10.1177/0193841x18786591 · Cited by 2
“Age 4 marks an important developmental time in a child’s life, with dramatic shifts in cognitive, language, and social development, including new reasoning abilities, improved memory, more advanced language capabilities, and reduced behavior problems (Blair & Raver, 2015; Flavell, 1988).”
BackgroundJayaraman, S., & Smith, L. B. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108351959.020 · Cited by 2
Clanchy, K., Sulek, R., Baque, E., Caine, A., Cardell, E., Chambers, L., Clark, M., Dare, L., Irvine‐Brown, L., Irwin, C. G., et al. (2021) · The Australian Educational Researcher · doi:10.1007/s13384-021-00429-9 · Cited by 3
Maurer, D. M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108351959.006 · Cited by 3
Wythe, J. (2022) · British Journal of Special Education · doi:10.1111/1467-8578.12430 · Cited by 4
Interplay of motivational beliefs and self-regulation with achievement across economic risk
Townley-Flores, C., Sulik, M. J., Bardack, S., & Obradović, J. (2022) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101442 · Cited by 4
Cameron, C. E., Kim, H., & Doromal, J. B. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.937869 · Cited by 3
“, 2009), these constructs exist within a larger framework where attention and emotional reactivity develop together within social and relational contexts that either support or discourage the emergence of a child’s ability to override shortterm impulses and make deliberate choices whose benefits unfold only over the l…”
BackgroundTeacher depressive symptoms and children's school readiness in Ghana
Peele, M. E., Wolf, S., Behrman, J. R., & Aber, J. L. (2023) · Child Development · doi:10.1111/cdev.13909 · Cited by 4
Psychological Conditions and Social Relations of School Dropouts
Rosada, R. S., & Lestari, S. (2023) · Indigenous Jurnal Ilmiah Psikologi · doi:10.23917/indigenous.v7i3.19573 · Cited by 3
Wang, Y., Zhang, L., & Zhai, F. (2023) · Infant and Child Development · doi:10.1002/icd.2446 · Cited by 3
Wimmer, L., Isherwood, K. R., Parkinson, J. A., & Dorjee, D. (2023) · Psychological Studies · doi:10.1007/s12646-023-00746-2 · Cited by 5
“…seem particularly relevant in the developmental context: children’s self-regulatory abilities, comprising both EF and emotion regulation (e.g., Blair & Raver, 2015), predict a range of key outcomes, including physical, social and intellectual development (e.g., Kochanska, 1997; Moffitt et…”
BackgroundSitting Less for Success: Reducing Sedentary Behaviors to Increase Kindergarten Achievement
Allee‐Herndon, K. A., Garcia, J. M., Roberts, S. K., & Clark, M. H. (2023) · Journal of School Health · doi:10.1111/josh.13409 · Cited by 3
Measuring preschoolers' behavioral self-regulation in the contexts of child–adult interactions
Wang, S., Liu, C., Byrne, E. M., & Xie, H. (2023) · Current Psychology · doi:10.1007/s12144-023-05453-9 · Cited by 3
“Moreover, consistent with previous findings (e.g., Blair & Raver, 2015), this study revealed significant correlations between children's self-regulation as measured by the CSIS and their academic and behavioral skills, with moderate to large effect sizes.”
Early childhood development educators’ perceptions of learners’ readiness for Grade R
Pewa, N. P. I., & Mzimela, J. (2024) · South African Journal of Childhood Education · doi:10.4102/sajce.v14i1.1234 · Cited by 8
“Blair and Raver (2015) uphold that school readiness is the product of integrated developmental processes at the biological and behavioural levels shaped by the contexts in which development occurs.”
BackgroundInfluentialZhang, Y., Liu, Q., & Razza, R. A. (2024) · Children and Youth Services Review · doi:10.1016/j.childyouth.2024.107553 · Cited by 7
Cedeño, D., Fu, P., & Alvarado, R. (2024) · Journal of Latinos and Education · doi:10.1080/15348431.2024.2363442 · Cited by 4
“Research has documented the strong relationship between literacy and school persistence (Hernandez, 2012), and children of immigrant families regularly underperform in school readiness and self-regulation (Blair & Raver, 2015).”
Yan, N., Chen, Z., Peng, P., Ansari, A., Wang, Y., Zhu, C., & Liu, Y. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102497 · Cited by 4
Bridging the Connection between Fluency in Reading and Arithmetic
Balhinez, R., & Shaul, S. (2024) · Behavioral Sciences · doi:10.3390/bs14090835 · Cited by 5
“Thus, children with better EF skills tend to show a stronger relative increase in the development of early academic skills and vice versa [34,70–73].”
BackgroundHofstee, M., Endendijk, J. J., Huijding, J., van der Velde, B., Vidal, J., & Deković, M. (2024) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2024.101445 · Cited by 7
“This suggests that the frontal cortex is still in the early stages of maturation during the first year of life and may not yet be important for self-regulatory behaviors in the preschool period (Blair and Raver, 2015).”
BackgroundLiu, Q., Razza, R. A., Zhang, Y., & Merrin, G. J. (2024) · Applied Developmental Science · doi:10.1080/10888691.2024.2405578 · Cited by 7
Parental attachment and emotion regulation in children: the mediating role of working memory
Soydan, S., Acar, A., & Mutlu, K. (2024) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2024.2407110 · Cited by 4
“Furthermore, longitudinal studies have demonstrated that enhanced working memory performance in early childhood is associated with greater competence in emotion regulation strategies and effective regulation skills in later years (Blair and Raver 2015; Blair and Ursache 2011; Howard et al. 2021).”
Relations Between Academic and Behavioral Adaptations: The Antecedent Effects of Executive Function
Cao, X., & Yan, N. (2024) · Child Psychiatry & Human Development · doi:10.1007/s10578-024-01778-z · Cited by 4
“Given the importance of executive function for school readiness [59] and the validation of its early intervention effects [60], broader integration of executive function training into pre-school curricula may enhance the effectiveness of school-age behavioral and academic interventions for children.”
Brinkman, S. A., Lam, B., Dawson, S., Marrone, R. L., Schunk, D., Winkel, K., Hermes, H., Gabriel, F. C., Fowler, S., & Engelhardt, D. (2025) · Trials · doi:10.1186/s13063-025-08814-w · Cited by 5
“For example, the association between SRL and academic performance seems to be particularly strong in the case of mathematics (see [10–15]).”
Exploring the Relationship Between Engineering Habits of Mind and Self-Regulation Skills in Children
Erol, A., Erol, M., & Canbeldek, M. (2025) · Early Childhood Education Journal · doi:10.1007/s10643-025-01916-9 · Cited by 3
Shrivastava, S., Patil, V., Shelke, M., Anvikar, M., Mathur, A., & Pathak, A. (2019) · BMJ Paediatrics Open · doi:10.1136/bmjpo-2019-000509 · Cited by 3
“School readiness implies that formal education will be advantageous to a child because the child has attained the basic minimum skills and knowledge in language, cognitive, psychomotor and socioemotional domains that will enable him or her to be successful in school.(1) School readiness includes the readiness of the i…”
BackgroundUsing Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools
Allen, K., Boyle, C., Lauchlan, F., & Craig, H. (2020) · BRILL eBooks · doi:10.1163/9789004431171_012 · Cited by 3
Investigating the Associations between Family Alliance and Executive Functioning in Middle Childhood
Hebert, E. B., Regueiro, S., & Bernier, A. (2021) · Journal of Cognition and Development · doi:10.1080/15248372.2021.1956930 · Cited by 4
“EF is considered crucial to facilitate school adjustment (Blair & Raver, 2015) and indeed, empirical research indicates that executive skills contribute significantly to arithmetic problem-solving and reading comprehension at school age (Follmer, 2018; Viterbori, Traverso, & Usai, 2017).”
BackgroundA Multidimensional View of Children’s School Readiness
Sassu, R., & Roebers, C. M. (2016) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000154 · Cited by 3
Distress Responses in a Routine Vaccination Context: Relationships to Early Childhood Mental Health
Racine, N. M., Gennis, H. G., Riddell, R. P., Greenberg, S., & Garfield, H. (2018) · Children · doi:10.3390/children5020029 · Cited by 3
“The development of distress regulation abilities occurs in the context of the parent–child relationship [2,6].”
BackgroundDíaz, G., & McClelland, M. M. (2018) · Springer eBooks · doi:10.1007/978-3-030-04486-2_6 · Cited by 3
Sinha, C. (2021) · Journal of Education · doi:10.1177/00220574211025977 · Cited by 4
“This situation may further contribute to the students lack of readiness and self-regulation (see Blair & Raver, 2015), and also, to academic self-33 Correspondence concerning this article should be addressed to Chetan Sinha, Jindal Global Law School, OP Jindal Global University, Sonipat,…”
Background영아기 기질 잠재프로파일 유형이 학교적응에 미치는 종단적 영향: 학교준비도의 매개효과
김윤희, Kim, J., & Kim, H. K. (2019) · Korean Journal of Early Childhood Education · doi:10.18023/kjece.2019.39.6.016 · Cited by 3
Integrating a Self-Regulation Focused Cognitive-Behavioral Intervention in the Classroom
Stran, B. M., Chapin, B., Joy, E. E., Stover, B., & Maffei, A. (2020) · Journal of Applied School Psychology · doi:10.1080/15377903.2020.1727600 · Cited by 5
“Ability to self-regulate is associated with a range of academic, health, and behavioral outcomes, including predicting higher social engagement, attention, and academic achievement (Blair & Raver, 2015; Ursache, Blair, & Raver, 2012; Zimmerman, 2008).”
BackgroundInfant Learning in the Digital Age
Rusnak, S. N., & Barr, R. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108351959.016 · Cited by 3
Modified Open-Plan Preschool Spaces and their Influence on Childrens Cognitive Development
Shaari, M. F., Zaiki, Y., Ahmad, S. S., et al. (2021) · Asian Journal of Environment-Behaviour Studies · doi:10.21834/ajebs.v6i18.382 · Cited by 3
“Studies have established that children with high cognitive SR are better-prepared to perform better in life compared to children with poor cognitive SR (Blair & Raver, 2015; Davies et al., 2020).”
BackgroundFinch, J. E. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1437585 · Cited by 4
Smithers, L. G., Sawyer, A. C. P., Chittleborough, C., Davies, N. M., Smith, G. D., & Lynch, J. W. (2017) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/115691 · Cited by 3
Self-Regulation: An Individual Difference PerspectivePreprint
Hoyle, R. H., & Moshontz, H. (2018) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/g25hx · Cited by 5
Eberhart, J., Bryce, D., & Baker, S. T. (2023) · doi:10.31219/osf.io/bhws5 · Cited by 2
Hayne, H., & Herbert, J. S. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108351959.012 · Cited by 1
From perpetrator to peacebuilder: Rethinking education in conflict-affected societies
Pherali, T., Blair, C., Korostelina, K. V., Macintyre, T., Chakraborty, A., & Ogunniran, M. O. (2022) · UNESCO MGIEP eBooks · doi:10.56383/roci5005 · Cited by 3
Self-citationYin, K., Wu, Q., & Gai, X. (2024) · Psychology Research and Behavior Management · doi:10.2147/prbm.s461720 · Cited by 3
“16,17 18–22 Additionally, there has been a scarcity of studies investigating potential mediating factors between executive function and social behavior.”
BackgroundA Penguin is Not a Giraffe: Categorizing Preschool Children According to Temperament
Maine, J., Huelsman, T. J., Gagnon, S. G., Webb, R. M., & Kidder‐Ashley, P. (2024) · Early Childhood Education Journal · doi:10.1007/s10643-024-01696-8 · Cited by 2
“Temperament plays an important role in the quality of children’s relationships with adults (Bair & Raver, 2015; Zee & Roorda, 2018) and peers (Magda-lena, 2015); those relationships are critical for children’s adjustment to school.”
Theory of mind skills and peer relationships in children’s adjustment to preschool
Ünlüer, E. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1373898 · Cited by 2
“School adjustment predicts a range of positive outcomes for children, including future academic success and healthy socioemotional adjustment (Entwisle and Hayduk, 1988; Ramey et al., 1998; Ladd et al., 2000; Valeski and Stipek, 2001; Herndon et al., 2013; Blair and Raver, 2015).”
BackgroundA comprehensive School Readiness Assessment Tool (SRAT) for preschool children
Sirin, S. R., Yıldız, T. G., & Tugberk, C. (2024) · Turkish Journal of Education · doi:10.19128/turje.1459608 · Cited by 5
Unravelling self-regulation in early childhood: protocol for the longitudinal SPROUTS study
Howard, S. J., Vasseleu, E., Mushahwar, L., Mallawaarachchi, S. R., Neilsen‐Hewett, C., Day, N., Melhuish, E. C., & Williams, K. E. (2024) · BMC Psychology · doi:10.1186/s40359-024-02077-x · Cited by 6
“…functions – deployed to manage changes in psychophysiological arousal, the efficacy of which contributes to successful self-regulation) [10, 14]; and/or the process through which children self-regulate, involving recursive evaluations and adjustments of the current state compared to a goal…”
BackgroundKabay, S., Yoshikawa, H., & Brown, L. E. (2025) · Compare A Journal of Comparative and International Education · doi:10.1080/03057925.2025.2452493 · Cited by 2
“These changes can affect children’s attention, working memory, and emotional regulation, among other skills, which are necessary for and support children’s academic and emotional competencies (Blair and Raver 2015; Blair and Razza 2007; Juster, McEwen, and Lupien 2010).”
Effects of a Psychomotor Intervention Program on school competence in children 4–5 years of age
Moschos, G. (2025) · Body Movement and Dance in Psychotherapy · doi:10.1080/17432979.2025.2533236 · Cited by 2
“The results showed that through music and movement, children’s self-regulation and school readiness improved, which have been shown to be necessary prerequisites for school readiness during pre-school (Blair & Raver, 2015).”
Measuring executive functions in context: Self-regulating behavior in the kindergarten classroom
Maloney, J., Oberle, E., Weber, B., & Schonert-Reichl, K. A. (2025) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2025.07.006 · Cited by 5
Wu, X., Lau, E. Y. H., & Zeng, X.-Y. (2025) · Early Education and Development · doi:10.1080/10409289.2025.2540655 · Cited by 2
“Research consistently shows that strong EF skills enable children to excel in behavioral regulation, problem-solving, and cognitive competence, all of which are essential for school readiness (Best et al., 2011; Blair & Raver, 2015; Fitzpatrick et al., 2014; Lau et al., 2023; Li & Lau, 2019).”
Choi, B., Lee, H., Kuhn, L., Kim, J.-J., Hong, S., Martino, A. D., Gozzi, A., Lombardo, M. V., Morrison, F. J., Lord, C., et al. (2025) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.70038 · Cited by 4
“…instructions, while attentional shifting (the ability to switch between tasks) and inhibitory control (the ability to suppress inappropriate behaviors) are critical for maintaining focus and resisting distractions during learning (Blair & Raver, 2015; Raver, Smith-Donald, Hayes, & Jones, 2005).”
Liu, S. J., Guo, Y., Liu, W., Zhang, Y., Zhao, J., Liu, Y., Liu, L., & Ren, Z. (2025) · Human Brain Mapping · doi:10.1002/hbm.70346 · Cited by 5
Head-Toes for Neurodiverse Learners: Adapting an Existing Behavioral Self-regulation Assessment
Cameron, C. E., Priore, M., Kenny, S. A., Cook‐Cottone, C. P., McClelland, M. M., & Gigante, V. (2025) · Child & Youth Care Forum · doi:10.1007/s10566-025-09894-0 · Cited by 2
“…pattern is evident in a wide range of samples of typically-developing children, including those from underprivileged sociodemographic backgrounds (Blair & Raver, 2015, 2016; Finders et al., 2021; Hernández et al., 2018; McClelland et al., 2014 ; Moffett & Morrison, 2020; Nigg, 2017; Rimm-Kaufman…”
InfluentialRelations of parental play beliefs with children's executive functions, reading, and mathematics
Fung, W. K., & Chung, K. K. H. (2025) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2025.101877 · Cited by 2
ParentCoach: designing an mHealth parenting app to enhance parental involvement in ADHD support
Cibrian, F. L., Herrera, N., Beltran, J. A., Silva, L. M., Pulse, M., Anderson, K., Zeiler, C., Arnold, V. X., Rieffel, L., Lee, D. I., et al. (2025) · Frontiers in Computer Science · doi:10.3389/fcomp.2025.1694747 · Cited by 4
Hu, Q., Xu, C., Jiang, Y., Hu, Y., Wang, Y., Ren, H., Huang, Y., Buschkuehl, M., Jaeggi, S. M., & Zhang, Q. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10091-7 · Cited by 4
“These abilities play key roles in school settings and ultimately contribute to individuals’ academic achievement (Blair & Raver, 2015).”
Rémeau, M., Schmitt, P., Bijeljac-Babic, R., Thierry Nazzi, A., de Carvalho, A., & Borst, G. (2026) · Educational Psychology · doi:10.1080/01443410.2026.2616014 · Cited by 3
“During this phase of high neuroplasticity, EFs are especially sensitive to environmental factors—such as cognitive stimulation, family stress, and early classroom experiences—which may shape SES–academic pathways more strongly at school entry than later (Blair & Raver, 2015).”
Liu, W., Huang, J., Mo, Y.-K., Guo, J.-X., Yang, X., & Wu, Q. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1742553 · Cited by 2
“Liu et al. 10.3389/fpsyg.2026.1742553 Frontiers in Psychology 04 frontiersin.org susceptibility to anxiety-driven interpretations of social situations and heightened rejection sensitivity (Blair and Raver, 2015; Fan et al., 2022).”
InfluentialProfiles of Self-Regulated Learning Skills in Gifted Students
Gómez, F., Martínez, M. L., & Cumsille, P. E. (2026) · journal for the education of the gifted · doi:10.1177/01623532261433185 · Cited by 2
“Positive relationships with teachers can foster motivation and engagement in learning and develop crucial self-regulated learning skills (Baker et al., 2008; Blair & Raver, 2015).”
Ghanamah, R., & Eghbaria-Ghanamah, H. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102367 · Cited by 2
Ibrahim, A., Hawar, A. B., Albadree, B. M. M., Jebur, M. S., Al-Samarae, M. S. K., & Ahmed, M. H. (2026) · Pedagogy of Physical Culture and Sports · doi:10.15561/26649837.2026.0403 · Cited by 2
Social functioning profiles, attention skills and learning: what relationships in early childhood?
Commodari, E., Foti, F., & Rosa, V. L. L. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1819472 · Cited by 2
“As children transition toward increasingly structured routines, they must sustain engagement, follow instructions, coordinate multiple sources of information, and flexibly adapt their responses to task demand (Blair and Raver, 2015).”
InfluentialYunus, F., & Zakaria, Z. (2019) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v8-i4/6777 · Cited by 2
“Children need socioemotional skills in order to attain the necessary basic skills in their development periods, such as cooperation, following instructions, showing self-control, and ability to focus (Blair & Raver, 2015; CASEL, 2015b).”
BackgroundLas relaciones entre juego dramático y autorregulación: Una revisión sistemática
de la República, U., Estrugo, M., Uruguay, Moreira, C., & Uruguay, U. D. L. R. (2020) · Revista de Psicología · doi:10.46553/rpsi.16.32.2020.p79-103 · Cited by 2
Validitas Konstruk (CFA) dan Model Rasch Alat Ukur Regulasi Diri untuk Anak Usia 3-7 tahun
Fitrizqi, S., & Susanto, H. (2021) · PAUDIA JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI · doi:10.26877/paudia.v10i1.8058 · Cited by 5
Abbas, S., Syawal, J., Akun, T., & Amin, A. M. (2022) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v8i3.1589 · Cited by 2
“Learners who can manage their behavior are more focused and in control of their learning process, which influences their learning outcomes (Blair & Cybele Raver, 2015).”
BackgroundDorjee, D., & Roeser, R. W. (2022) · UNESCO MGIEP eBooks · doi:10.56383/horu5152 · Cited by 2
Helping General Education Teachers Integrate Trauma-Informed Practices with English Learners
Pappamihiel, E., McNaulty, C., Galarza, A., et al. (2022) · doi:10.32623/5.00006 · Cited by 2
Lamoreau, R., Park, J. E., Skov, H. E., Pequet, A., & Gray, S. A. O. (2023) · Social Development · doi:10.1111/sode.12691 · Cited by 2
Sarfaty, L., & Ben‐Eliyahu, A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1213348 · Cited by 4
Wirksamkeit multimodaler Interventionen bei Vorschulkindern mit Verhaltensproblemen
Rathgeber, H., & Hanisch, C. (2023) · Frühe Bildung · doi:10.1026/2191-9186/a000648 · Cited by 2
Prechod dieťaťa z materskej školy do základnej školy
Borbélyová, D. (2023) · doi:10.54597/mate.0102 · Cited by 2
Beisly, A. H., & Jeon, S. (2024) · Cognitive Development · doi:10.1016/j.cogdev.2024.101434 · Cited by 2
Divsalar, P., Radman, M., Pourhosseinali, L., et al. (2024) · Cochlear Implants International · doi:10.1080/14670100.2024.2305521 · Cited by 2
Fatonah, S., Yufiarti, Y., & Yetti, E. (2024) · Jurnal Ilmiah POTENSIA · doi:10.33369/jip.9.1.76-88 · Cited by 2
Ummah, I., Jannah, M., & Malaikosa, Y. M. L. (2024) · Jurnal Pendidikan Dasar Islam · doi:10.58540/jurpendis.v2i1.576 · Cited by 2
The SSIS SEL Brief Scales – Student Form: Examining the Structural Validity of a Portuguese Version
Ganicho, A. I. S., Magalhães, S., Limpo, T., de Lemos, M. S., & Alves, D. R. P. (2024) · Child & Youth Care Forum · doi:10.1007/s10566-024-09816-6 · Cited by 4
“…relationships, thereby contributing to peer acceptance, pro-social behaviours, effective conflict resolution, and better-quality relationships (Blair & Raver, 2015; Corcoran et al., 2018; Durlak et al., 2011; Gresham et al., 2020; Jones et al., 2017; Jones & Kahn, 2017; McKown et al., 2016;…”
Konishi, H., Bowles, R. P., Skibbe, L. E., Montroy, J. J., Cameron, C. E., & McClelland, M. M. (2024) · Early Childhood Education Journal · doi:10.1007/s10643-024-01822-6 · Cited by 3
“%) in the sample and the fact that 87% of DLLs attended Head Start programs, these findings may only be relevant for DLLs living in low-income neighborhoods, as poverty can put stress on families and influence children’s EF and academic achievement (Blair & Raver, 2015; McClelland & Wanless, 2012).”
InfluentialIkävalko, M., Widlund, A., Viljaranta, J., Lazarides, R., Lambert, M. C., & Sointu, E. T. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102675 · Cited by 2
Neuropsychological Development and Assessment From Infancy to Adolescence
Smyrli, E., & Megari, K. (2025) · IGI Global eBooks · doi:10.4018/979-8-3693-9689-6.ch002 · Cited by 3
Australian teachers' perceptions of a Co-Taught self-regulation program
Southall, A. E., Philpott‐Robinson, K., Lane, A. E., et al. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102612 · Cited by 2
Müdahale Programı Yoluyla Çocukların Öz-Düzenleme ve Erken Sayı Becerilerinin Desteklenmesi
İvrendi̇, A., Atan, A., & Erol, A. (2025) · Pamukkale University Journal of Education · doi:10.9779/pauefd.1426282 · Cited by 2
Foster, M. E., López, L. M., Sutter, S., Nylund-Gibson, K. K., & Arch, D. A. N. (2025) · Cognitive Development · doi:10.1016/j.cogdev.2025.101584 · Cited by 2
Cavioni, V., Conte, E., Cefai, C., & Ornaghi, V. (2025) · Children · doi:10.3390/children12080985 · Cited by 3
“The final year of preschool represents an optimal window for scaffolding emotional competence and social skills that predict positive school trajectories [36].”
Liao, B., & Tian, M. (2025) · Complementary Therapies in Medicine · doi:10.1016/j.ctim.2025.103226 · Cited by 7
Sleep and Temperament in Early Childhood
Williams, K. (2019) · Sleep, Personality, and Social Behavior · doi:10.1007/978-3-030-30628-1_11
Калиниченко, І. О., Заікіна, Г. Л., Latina, H. O., Skyba, O., & Kalynychenko, D. О. (2021) · TEM Journal · doi:10.18421/tem103-41 · Cited by 2
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
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