The DOI matches its Crossref record; 59 of the 60 references it cites were found in a registry or an index.
Developmentally Sensitive Measures of Executive Function in Preschool Children
Abstract
Changes in executive functioning in the preschool years are recognized as playing a critical role in cognitive and social development, yet comprehensive data and recommendations about measurement of these changes are lacking. The performance of 602 preschool children on several executive function tasks was analyzed and reported as (a) age trends in performance and (b) task difficulty scales at 2, 3, 4, and 5 to 6 years of age. This analysis informs theories of executive function development and offers researchers an evidence-based guide to task selection and design.
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In the citing paper
“This overlap was driven by three tasks that met our definition of EF and have explicitly been defined as such by leaders in the field: the Head-Toes-Knees-Shoulder task (McClelland et al., 2014), the Kansas ReflectionImpulsivity Scale for Preschoolers (KRISP; Carlson, 2005), and the Preschool Self-Regulation Assessment (PSRA), which includes peg/pencil tapping and other tasks that require children”
From Early childhood executive function predicts concurrent and later social and behavioral outcomes: A review and meta-analysis. (2024) · cites this paper as Carlson, 2005
In the citing paper
“The Simon Says task is significantly more difficult for children than the Bear/Dragon task, despite both being Go/No-Go paradigms.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“One paradigm that has been shown to be age appropriate across the preschool period is the Bear/Dragon task (Carlson, 2005).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“Delay of gratification or self-control tasks can be administered in young preschool children, with the delay period adjusted according to child's age.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“These tasks are challenging even for older children and preschoolers are rarely able to reverse sequences of 4 or greater.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“Substantial improvement in inhibitory control is observed in the preschool period (Carlson, 2005).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“On the Bear/Dragon task (Go/No-Go task), only about half of young 3-year-olds (< 3½ yrs) are able to resist responding to the instructions of the Dragon puppet, however this increases to 75% for older 3-year-olds (> 3½ yrs) and by age 5 years most children are successfully completing this task (Carlson, 2005).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“Traditional working memory tasks can also be administered to preschoolers including backward digit span and backward block span.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“These anti-imitation tasks are suitable across the preschool age range, although young 3-year-olds may struggle.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“While Carlson et al (2005) also showed continued maturation of inhibitory control across 3 to 5 years on delayed gratification tasks, performance again varied and the discrepancy may be explained by the intrinsic value of the gift.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson et al., 2005
In the citing paper
“In terms of shifting attention, 3-year-olds really struggle to shift sorting categories on the Dimensional Change Card Sort test, but this perseverative behavior is far less common in older 4-year-olds (Carlson, 2005).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
In the citing paper
“Carlson et al. (2005) found that only about half of the children aged between 3 and 4½ years were able to pass tasks that required a response that conflict with their instinctive or dominant response (e.g.Day-Night).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson et al., 2005
In the citing paper
“Preschoolers have difficulty on complex response inhibition tasks.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson et al., 2005
In the citing paper
“For example, very few 3-year-olds are able to correctly reverse the sequence of three digits but by 5-years of age most children have this capacity (Carlson, 2005).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Carlson, 2005
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Howard, S. J., Okely, A. D., & Ellis, Y. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00285 · Cited by 64
Zelazo, P. D., & Carlson, S. M. (2022) · Journal of Cognition and Development · doi:10.1080/15248372.2022.2156515 · Cited by 59
Self-citationUsing language input and lexical processing to predict vocabulary size
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Individual Differences in Inhibitory Control Skills at Three Years of Age
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Metadata
- Authors
- Carlson, S. M.
- Affiliations
- University of Washington (US)
- Corresponding author
- Carlson, Stephanie M.
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2005-10
- Volume
- 28
- Issue
- 2
- Pages
- 595-616
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W2168166334
- Semantic Scholar
- a77331cf314638e441933d163271e6df2522afce
- Cited by
- 1,638
- References
- 60
- Citations by year
- 2026: 49 · 2025: 66 · 2024: 67 · 2023: 105 · 2022: 100 · 2021: 122 · 2020: 109 · 2019: 106 · 2018: 110 · 2017: 104 · 2016: 115 · 2015: 104 · 2014: 108 · 2013: 91 · 2012: 63
- FWCI
- 27.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- American Psychological Association
- University of Washington
- Apex Foundation
- U.S. Public Health Service (R03-041473-02)
- National Institute of Child Health and Human Development
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- executive function, preschool children, executive function development, task difficulty, task selection, task design, cognitive development, social development (developmental psychology)
- MeSH terms
- Child, Child, Preschool, Cognition, Female, Follow-Up Studies, Humans, Male, Neuropsychological Tests
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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