School Readiness and Self-Regulation: A Developmental Psychobiological Approach

In the paper

“environmental conditions and interpersonal interactions, both positive and negative, are embedded biologically, shaping or canalizing the development of brain and behavior”

What the sources say

• Supported

  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)

  cites Blair & Raver 2012 source
• Partly supported

  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)

  cites McEwen & Gianaros 2011 sourceExperimental — accuracy not yet measured

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”

What the sources say

• ?Could not verify

  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)

  cites Hamre & Pianta 2001 sourceExperimental — accuracy not yet measured
• ?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

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”

What the sources say

• ?Not checked — no full text of the sourcecites Derryberry & Rothbart 1988 source
• ?Could not verify

  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)

  cites Posner & Rothbart 1998 sourceExperimental — accuracy not yet measured
• ?Could not verify

  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)

  cites Rothbart 2004 sourceExperimental — accuracy not yet measured

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”

What the sources say

• Supported

  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)

  cites Petersen & Posner 2012 source

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”

What the sources say

• Partly supported

  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)

  cites Arnsten 2009 sourceExperimental — accuracy not yet measured
• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites D. Diamond et al. 2007

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”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair et al. 2011b
• ?Not checked — no full text of the sourcecites Evans & Schamberg 2009 source
• Partly supported

  Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

  cites Ursache et al. 2013 sourceExperimental — accuracy not yet measured

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”

What the sources say

• Partly supported

  Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

  cites Badanes et al. 2012 sourceExperimental — accuracy not yet measured
• Partly supported

  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)

  cites Crockenberg & Leerkes 2005 sourceExperimental — accuracy not yet measured
• ?Not checked — no full text of the sourcecites Dettling et al. 1999 source

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).”

What the sources say

• ?Not checked — no full text of the sourcecites Hamre & Pianta 2001 source
• Partly supported

  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)

  cites Liew et al. 2010 sourceExperimental — accuracy not yet measured

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”

What the sources say

• ?Not checked — no full text of the sourcecites Durston et al. 2006 source
• Supported

  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)

  cites Eslinger et al. 2009 source

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”

What the sources say

• Partly supported

  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)

  cites Rubin et al. 1995 sourceExperimental — accuracy not yet measured

In the paper

“These child-care studies suggest that the stressful nature of low-quality care may get under the skin for some children, with cascading influences on child emotion regulation and executive functions”

What the sources say

• Partly supported

  The Differential susceptibility and biological sensitivity theories section proposes that adverse environments can shape stress responses, affecting regulation and executive functioning. The Discussion links emotional regulation and executive functioning to environmental quality. However, this study assessed maternal caregiving, not child-care quality, and did not establish that low-quality child care becomes biologically embedded. (LLM, conf=0.86)

  cites Ursache et al. 2013 sourceExperimental — accuracy not yet measured
• ?Not checked — no full text of the sourcecites Watamura et al. 2011 source

In the paper

“increases in vocabulary, language ability, and competence with numbers, letters, and words will facilitate executive function abilities (Ferrer et al. 2007, Welsh et al. 2010).”

What the sources say

• ?Not checked — no full text of the sourcecites Ferrer et al. 2007 source
• Partly supported

  The Discussion section, “Reciprocal Relations with Numeracy Skills” (page unavailable), reports that early numeracy skills predicted later executive functions. It explicitly says emergent literacy skills did not predict growth in executive functions, and does not establish that increases in vocabulary or language ability facilitate them. (LLM, conf=0.90)

  cites Welsh et al. 2010 sourceExperimental — accuracy not yet measured

In the paper

“Just as executive function abilities will facilitate the acquisition of knowledge”

What the sources say

• ?Not checked — no full text of the sourcecites Ferrer et al. 2007 source
• Supported

  The Discussion reports that growth in working memory and attention control made unique contributions to kindergarten reading and math achievement. It concludes that these executive function skills provide an important foundation for domain-specific academic learning. (LLM, conf=0.91)

  cites Welsh et al. 2010 source

In the paper

“children in poverty are far less likely than their higher-income counterparts to enter school ready to learn (Magnuson et al. 2004).”

What the sources say

• Supported

  The Background states that economically disadvantaged children enter school with fewer academic skills than more advantaged peers, and the Abstract refers to a school-readiness gap. The paper also notes that disadvantaged children have no less enthusiasm for learning; here, readiness refers to academic skills, not willingness to learn. (LLM, conf=0.90)

  cites Magnuson et al. 2004 source

In the paper

“Effect sizes (ESs) of this intervention were substantial, ranging from 0.34 to 0.63.”

What the sources say

• Supported

  The Discussion (page unavailable) explicitly reports CSRP effect sizes ranging from .34 to .63 for children’s preacademic benefits. The claim matches that range, though the paper specifies that it refers to preacademic outcomes. (LLM, conf=0.95)

  cites Raver et al. 2011 source

In the paper

“the impact of economic hardship on young children’s school readiness represents a major source of long-term social, economic, and educational inequality in the United States and the developed world (Blair & Raver 2012).”

What the sources say

• Partly supported

  The section on Poverty, Parenting, and the Psychobiology of Self-Regulation (page unavailable) says poverty adversely affects children’s development and describes income-related differences in vocabulary. The Classroom-Based Intervention section discusses poverty-related hazards and children’s long-term developmental trajectories. Our copy does not establish the more specific claim that economic hardship’s effect on school readiness is a major source of long-term social, economic, and educational inequality in the United States and developed world. (LLM, conf=0.82)

  cites Blair & Raver 2012 sourceExperimental — accuracy not yet measured

In the paper

“the physical as well as psychosocial conditions of poverty, including experiences with caregivers, influence self-regulation development (Blair et al. 2011a,b; Evans 2003; Raver et al. 2013).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair et al. 2011a,b
• ?Not checked — no full text of the sourcecites Evans 2003 source
• Partly supported

  The Discussion (page unavailable in our copy) reports that cumulative poverty and family financial strain predicted lower executive function at age four, an aspect of self-regulation. The paper also considers housing conditions, but says that whether parenting mediates the relationship is beyond its scope. Its observational findings therefore do not establish that experiences with caregivers influence self-regulation development. (LLM, conf=0.85)

  cites Raver et al. 2013 sourceExperimental — accuracy not yet measured

In the paper

“CSRP improved low-income children’s executive function skills, as indexed by assessors’ ratings of children’s attention and impulse control as well as on direct assessments of inhibitory control and working memory, from fall to spring of the Head Start year.”

What the sources say

• Supported

  The Results (Results of Direct Treatment Effects; page unavailable) report higher executive-function scores and better assessor-rated attention and impulse control in the CSRP group after controlling for fall scores. The Method (Measures; page unavailable) identifies direct executive-function tasks, and the paper describes those tasks as involving remembering rules and inhibiting responses. The claim is supported as a description of the combined executive-function assessments, not separate reported effects for working memory and inhibitory control. (LLM, conf=0.90)

  cites Raver et al. 2011 source

In the paper

“Children in poverty also have fewer opportunities for exposure to learning activities, such as exposure to reading and to rich and varied language that can promote literacy and vocabulary development (Brooks-Gunn & Duncan 1997, Fernald et al. 2013).”

What the sources say

• ?Not checked — no full text of the sourcecites Brooks-Gunn & Duncan 1997 source
• Partly supported

  The Discussion section, “Exploring Sources of Variability in Young Children's Early Language Proficiency” (page unavailable), describes SES differences in the amount and quality of child-directed speech. The paper also links early language environments to vocabulary, but the passages do not establish that children in poverty have fewer opportunities for reading activities or that those activities promote literacy. (LLM, conf=0.85)

  cites Fernald et al. 2013 sourceExperimental — accuracy not yet measured

In the paper

“Analyses also suggested significant benefits of CSRP for children’s academic skills as measured by direct assessments of children’s vocabulary, letter-naming, and math skills (Raver et al. 2011).”

What the sources say

• Supported

  The Results of Direct Treatment Effects report significant gains for the CSRP group relative to controls in all three assessed preacademic skills: vocabulary (PPVT), letter naming, and early math. The Method > Sample section confirms these were assessed directly with children. (LLM, conf=0.95)

  cites Raver et al. 2011 source

In the paper

“effects on academic achievement were sustained into the secondary grades, even in the absence of sizable sustained effects on intelligence, which suggests improvements in self-regulation as a potential mechanism of effects (Heckman et al. 2012).”

What the sources say

• Supported

  The Introduction reports that the Perry program improved long-term achievement test scores despite no lasting IQ boost, and links achievement to enhanced personality skills. The figure text reports achievement scores at age 14, consistent with secondary grades; the Introduction and Conclusions identify improvements in behavior and academic motivation as mechanisms. (LLM, conf=0.90)

  cites Heckman et al. 2012 source

In the paper

“A meta-analysis of read-aloud interventions, of which dialogic reading is an example, found moderate to large effects on multiple aspects of literacy development including phonological awareness and vocabulary (Swanson et al. 2011).”

What the sources say

• Supported

  The Discussion reports significant positive effects of read-aloud interventions on phonological awareness, vocabulary, and other literacy outcomes. It says the mean effect was small for language but large for the other outcomes. The paper identifies dialogic reading as one of the interventions studied; its findings concern children aged 3–8 at risk for reading difficulties. (LLM, conf=0.92)

  cites Swanson et al. 2011 source

In the paper

“Implicit in kindergarten teachers’ views on school readiness is a multidimensional theory of learning and of the process by which children engage with and make sense of interrelated and increasingly complex types of information.”

In the paper

“a focus on self-regulation development provides a common framework for psychological research on what it means to be ready to start school and for the best ways in which to support school readiness”

In the paper

“This experiential shaping of physiological and psychological development suggests the potential for match or mismatch between the expectations of the school environment and the expectations of the environment experienced prior to school entry.”

In the paper

“It is not, however, that temperament or social and emotional aspects of children’s development are more (or less) important for school readiness than are cognitive abilities.”

In the paper

“activity early in life in the central and peripheral nervous systems and the expressed genome are responsive to experience and adaptive for the context in which development is occurring”

What the sources say

• ?Not checked — no full text of the sourcecites Zhang & Meaney 2010 source

In the paper

“A number of early studies focusing on temperament found not unsurprisingly that high levels of positive emotionality and low levels of distractibility are associated with better adjustment to kindergarten”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Keogh 1992
• ?Not checked — no full text of the sourcecites Martin et al. 1988 source
• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Palinsin 1986

In the paper

“teachers responded by endorsing a conception of readiness as being physically well nourished and rested, able to communicate wants and needs verbally, to be enthusiastic and curious in approaching new activities, to pay attention and follow directions, to not be disruptive, and to be sensitive to other children’s feelings”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Heaviside & Farris 1993

In the paper

“As meta-analyses of six longitudinal datasets indicated, early academic ability is the best predictor of later academic ability”

What the sources say

• ?Not checked — no full text of the sourcecites Duncan et al. 2007 source

In the paper

“points the way to effective approaches to counteract these conditions”

In the paper

“School readiness research now encompasses multiple interrelated influences on children’s development that for the most part are best united under the construct of self-regulation.”

What the sources say

• ?Not checked — no full text of the sourcecites Blair 2002 source
• ?Not checked — no full text of the sourcecites Mashburn & Pianta 2006 source

In the paper

“They are, in fact, interrelated with and integral to aspects of child cognitive ability, primarily executive functions and the regulation of attention that are centrally important for learning in school.”

In the paper

“Very few teachers endorsed a strictly academic conception of readiness characterized by such skills and abilities as being able to count to 20, to know the letters of the alphabet, to know colors and shapes, or to be able to use a pencil or paintbrush.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Heaviside & Farris 1993

In the paper

“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 the paper

“In short, teachers clearly endorsed a model of readiness as self-regulation”

In the paper

“Through these recursive feed-forward and feedback processes, the self-regulation system is understood to come, developmentally, to a particular set point or level.”

In the paper

“Key aspects of school readiness at both neurobiological and behavioral levels are shaped by family and classroom settings and social contexts.”

In the paper

“This relation of executive functions to task complexity is seen in neuroimaging studies with adults and children that parametrically manipulate complexity”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Callicott et al. 1999

In the paper

“An early demonstration of this relation was seen in a correlational study in which measures of working memory and the flexible shifting of attention were shown to independently predict early mathematics achievement over and above measures of reading ability and IQ”

What the sources say

• ?Not checked — no full text of the sourcecites Bull & Scerif 2001 source

In the paper

“This ability requires the flexible shifting of attention, of seeing the word toothbrush in two ways, both as a complete word and also as composed of two smaller words.”

In the paper

“Similar executive cognitive challenge or demand is seen in aspects of early literacy development such as phonemic awareness.”

In the paper

“The development of effective self-regulation is promoted in early childhood by fostering the regulation of emotion, attention, and stress reactivity, primarily within the context of the family but also within the context of child care prior to school entry.”

In the paper

“Conversely, more time in out-of-home care when the quality of the home environment is very low is associated with a lower resting level of cortisol”

What the sources say

• ?Not checked — no full text of the sourcecites Berry et al. 2014 source

In the paper

“Activity at each level, however, also feeds back on the level below.”

In the paper

“individual differences in temperament are understood as the give and take between biologically based tendencies toward emotional and motor reactivity and the regulation of this reactivity through approach and withdrawal behavioral strategies and through attention”

What the sources say

• ?Not checked — no full text of the sourcecites Posner & Rothbart 2000 source

In the paper

“executive function abilities at all ages, but particularly in young children in whom they are just developing, are dependent on an appropriate level of complexity and support for the regulation of moderate stress”

In the paper

“Ongoing research on school readiness emphasizes the respective roles of maturation and of family investments such as parents’ provision of sensitive, nurturant, and language-rich care as key influences on young children’s early social-emotional and cognitive skills”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Smith et al. 1997

In the paper

“At the genetic level (see Figure 1) are individual differences in genes that code for the sensitivity of neural receptors to catecholamines and glucocorticoids.”

In the paper

“One primary finding of this research has been that executive function abilities are as important (if not more so) for early success in school than is general intelligence.”

In the paper

“At moderate levels of complexity, neural activity in areas of PFC that support executive functions is relatively more focused and efficient in individuals with higher executive cognitive ability relative to individuals with lesser ability.”

In the paper

“A number of additional studies have shown distinct relations of executive functions to mathematics and reading, again controlling for general mental ability (Clark et al. 2010, Espy et al. 2004), baseline measures of academic ability (McClelland et al. 2007), and aspects of social and emotional competence and temperamental effortful control”

What the sources say

• ?Not checked — no full text of the sourcecites Clark et al. 2010 source
• ?Not checked — no full text of the sourcecites Espy et al. 2004 source
• ?Not checked — no full text of the sourcecites McClelland et al. 2007 source

In the paper

“Executive function abilities are central to performance on many of the types of learning activities in which children are engaged in kindergarten and the early elementary grades.”

In the paper

“These attention systems serve to both amplify and modulate reactivity in emotional and motivational systems”

What the sources say

• ?Not checked — no full text of the sourcecites Posner & Rothbart 2007 source

In the paper

“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.”

In the paper

“As these neurochemicals rise to moderate levels, they stimulate neural activity in areas of prefrontal cortex (PFC) that underlie executive attention and executive function abilities.”

In the paper

“From this neurobiological perspective, the association between self-regulation and school readiness is clear.”

In the paper

“the neurobiology of executive functions maps onto the well-known inverted U-shaped Yerkes-Dodson curve relating anxiety to performance”

In the paper

“Executive attention, or the volitional control of attention, is particularly relevant because it is activated by conflict or disparity between an expected and current state of events.”

In the paper

“If information is presented in ways that are consistent with prior information and in the range of the individual’s prior knowledge, then executive functions are more likely to be utilized.”

In the paper

“Children are ready to start school when they have reached a point in development at which they are sufficiently able to manage stimulation and attention in ways that begin to allow for the regulation of emotion and attention that enables sustained engagement with learning activities.”

In the paper

“The neurobiology of the self-regulation system as the give and take between emotion and attention provides the basis for its application to school readiness and school achievement.”

In the paper

“This relation of executive cognitive ability to the complexity of information is the basis for the Vygotskian notion of the zone of proximal development.”

In the paper

“As such early mathematics learning represents a classic executive function challenge.”

In the paper

“Through stress physiology, the feedback system extends to the genetic level to influence gene expression”

What the sources say

• ?Not checked — no full text of the sourcecites Meaney 2010 source
• ?Not checked — no full text of the sourcecites van IJzendoorn et al. 2011 source

In the paper

“In addition to the growth of academic knowledge, the role of executive functions in school readiness and early school success is also seen in their relation to motivation and engagement.”

In the paper

“Of course, such a simple maturational perspective on readiness fails to take into account the process of development itself.”

In the paper

“Exercises in ordinality, cardinality, transivity, and pattern completion require young children to flexibly shift attention among problem elements and to inhibit one representation of a given symbol or object in favor of another in response to context-dependent cues.”

In the paper

“At a given level of task complexity, individuals with higher ability display more focal and less diffuse brain activity than those with lower ability”

What the sources say

• ?Not checked — no full text of the sourcecites Rypma et al. 2006 source

In the paper

“The inherent demand of mathematics activities on executive functions is highlighted by conceptual and content-based analyses of early mathematics learning activities for young children (Blair et al. 2008b, Bull & Lee 2014) as well as by analyses of mathematics achievement (Espy et al. 2004).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair et al. 2008b
• ?Not checked — no full text of the sourcecites Bull & Lee 2014 source
• ?Not checked — no full text of the sourcecites Espy et al. 2004 source

In the paper

“Effect sizes of approximately one-quarter of a standard deviation have been found across 99 studies examining the relation between teacher-reported relationships with students (both positive and conflictual) and student achievement”

What the sources say

• ?Not checked — no full text of the sourcecites Roorda et al. 2011 source

In the paper

“children’s social and emotional functioning are shaped by classroom experience as much as children may also shape it.”

In the paper

“to support key outcomes such as early reading and mathematics (Bryan & Bryan 1991, Coolahan et al. 2000, Fuchs et al. 2001).”

What the sources say

• ?Not checked — no full text of the sourcecites Bryan & Bryan 1991 source
• ?Not checked — no full text of the sourcecites Coolahan et al. 2000 source
• ?Not checked — no full text of the sourcecites Fuchs et al. 2001 source

In the paper

“a second group of children enter the classroom with a remarkably different profile, a biobehavioral tendency to approach new peers and new situations with emotional displays that are characterized by exuberance rather than fear”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Kagan et al. 1987
• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Rimm-Kaufman et al. 1999

In the paper

“This pattern is mirrored in the developmental literature, as seen primarily in cross-sectional samples.”

In the paper

“peers’ behavioral self-control and academic and language skills have been found to be of substantial importance when considering classroom composition as a predictor of academic achievement (Whitmore 2005).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Whitmore 2005

In the paper

“these estimates are robust to the inclusion of earlier, baseline measures of academic ability”

What the sources say

• ?Not checked — no full text of the sourcecites Roorda et al. 2011 source

In the paper

“investments in both classroom practices and curricula that build executive function and layer on cognitively challenging and content-rich curricula are likely to provide young children with support in building both those skills alternately characterized as fluid and crystallized.”

In the paper

“those early relationships have been found to be moderately to strongly predictive of students’ attention and engagement during classroom activities (Skinner et al. 1990, Split et al. 2012).”

What the sources say

• ?Not checked — no full text of the sourcecites Skinner et al. 1990 source
• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Split et al. 2012

In the paper

“Prosocially oriented children who are more likely to approach and play with peers have also been found to demonstrate greater attention, persistence, and more positive attitudes toward learning across the school year than do more socially reticent children”

What the sources say

• ?Not checked — no full text of the sourcecites Coolahan et al. 2000 source

In the paper

“a focus on self-regulation and executive functions in school readiness research does not supplant or take precedence over a focus on acquired knowledge and the development of cognitive abilities”

In the paper

“The analysis of Duncan and colleagues (2007) of six datasets indicated that early mathematics ability was the strongest predictor of later academic outcomes, over and above a variety of primarily teacher report measures of attention and behavior problems.”

What the sources say

• ?Not checked — no full text of the sourcecites Duncan et al. 2007 source

In the paper

“an emphasis on the emotional climate of the classroom is not simply a caring approach to young children’s experience but represents a productive pathway through which learning can be facilitated.”

In the paper

“With increasing task complexity, however, activation increases in the inverted U-shaped pattern.”

In the paper

“recent meta-analyses have suggested that children’s capacity to form friendships and to maintain prosocial relationships with peers has low predictive power when estimating long-run academic outcomes”

What the sources say

• ?Not checked — no full text of the sourcecites Duncan et al. 2007 source

In the paper

“The relation of self-regulation to school readiness is also seen in research on the role of child social development in the context of classroom settings.”

In the paper

“With increasing age, activity in PFC is decreased as children are able to solve relatively simple relational problems through faster pattern recognition and knowledge retrieval processes.”

In the paper

“because these models rely on teachers’ reports of individual children’s social skills as predictors of their later achievement, they may miss out on key ways that peers are likely to affect learning”

In the paper

“Together, these studies focusing on children’s social and emotional skills across areas of emotional reactivity, regulation, and relationships with teachers and peers underscore the importance of these domains for school readiness.”

In the paper

“with smaller-sized estimates (approximately d = 0.15) for those studies relying on standardized measures of achievement as the outcome (Roorda et al. 2011).”

What the sources say

• ?Not checked — no full text of the sourcecites Roorda et al. 2011 source

In the paper

“children also enter early educational settings with clear individual differences in executive function and associated emotional self-regulatory skill.”

In the paper

“Fluid abilities, essentially executive functions, as noted above, are associated with PFC and related brain areas.”

In the paper

“children in the treatment group were reported by their teachers as having significantly fewer internalizing (or sad and withdrawn) behavior problems than did their control group enrolled counterparts by spring of the Head Start year.”

What the sources say

• ?Not checked — no full text of the sourcecites Raver et al. 2009 source

In the paper

“suggesting a higher level of physiological engagement, consistent with the inverted U-shaped curve described above.”

In the paper

“Support of early learning that focuses jointly and recursively on self-regulation and on academic content can most effectively promote school readiness, particularly for children for whom support for both is low, as in the context of poverty.”

In the paper

“Smaller effects of the curriculum were seen in all low-poverty as well as high-poverty schools on measures of reading, mathematics, and working memory.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair & Raver 2015

In the paper

“Intervention effects on teachers’ perceptions of children’s social competence were found to be greatest for children with low levels of task orientation.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Bierman et al. 2008b

In the paper

“Data from the longitudinal study known as the Family Life Project demonstrate that higher levels of poverty and material hardship predict children’s self-regulation, as indicated by levels of salivary cortisol as well as by executive function abilities (Blair et al. 2011a).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair et al. 2011a

In the paper

“Effects of the curriculum were also seen on measures of stress response physiology, specifically salivary cortisol and alpha amylase, for children in high-poverty schools”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair & Raver 2015

In the paper

“Another key example of an approach to readiness focused on self-regulation is the randomized controlled trial known as the REDI (REsearch based, Developmentally Informed) project.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Bierman et al. 2008a

In the paper

“those differences can largely be ascribed to immigrant families’ lower material and social capital, including their greater likelihood to struggle to make ends meet financially (Glick et al. 2010).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Glick et al. 2010

In the paper

“Lower sensitive parenting was in turn associated with a higher resting or basal level of cortisol in children”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair et al. 2011a

In the paper

“effects were observed on a variety of life outcomes indicative of improvements in self-regulation, such as stability in employment and relationships and reduced criminality and incarceration (Reynolds & Temple 2008).”

What the sources say

• ?Not checked — no full text of the sourcecites Reynolds & Temple 2008 source

In the paper

“Evidence for the negative impact of poverty-related adversity on children’s executive function indicates that it is biologically embedded and mediated by the quality of children’s interpersonal relationships with caregivers.”

In the paper

“Findings of pioneering early-intervention studies, including the Perry Preschool Project, the Abecedarian Project, and the Chicago Parent-Child Centers, indicated that high-quality care, beginning as early as age 6 months but as late as age 3 or 4 years, is associated with increased academic achievement.”

In the paper

“parental caregiving partially mediates the effects of poverty on both cortisol and executive function.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair et al. 2011a

In the paper

“sustained effects on growth in reading and vocabulary were seen for all children into the first grade.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair & Raver 2015

In the paper

“These gaps may be further magnified for young children from families recently immigrating to the United States and for whom English is a second language (De Feyter & Winsler 2009, Glick et al. 2010).”

What the sources say

• ?Not checked — no full text of the sourcecites De Feyter & Winsler 2009 source
• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Glick et al. 2010

In the paper

“these measures of self-regulation were found in some instances to mediate or moderate effects of the curriculum on posttest outcomes (Bierman et al. 2008b).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Bierman et al. 2008b

In the paper

“which was then associated with a lower executive function ability in children at age 3 years.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair et al. 2011a

In the paper

“early adversity is shaping the self-regulation system in ways that are adaptive for an aversive context but not conducive to a high level of adaptation to the demands of the context of school.”

In the paper

“Effects on self-regulation were seen on some measures of the construct, including executive function and inhibition”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Bierman et al. 2008b

In the paper

“a recently completed large-scale cluster randomized-controlled trial of the kindergarten version of the curriculum found widespread positive effects of the program on children’s academic and self-regulation abilities (Blair & Raver 2015).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Blair & Raver 2015