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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798
Delay of gratification in children.
Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989) · Science · doi:10.1126/science.2658056 · Cited by 3,397
Working Memory Capacity as Executive Attention
Engle, R. W. (2002) · Current Directions in Psychological Science · doi:10.1111/1467-8721.00160 · Cited by 2,507
Individual Differences in Inhibitory Control and Children's Theory of Mind
Carlson, S. M., & Moses, L. J. (2001) · Child Development · doi:10.1111/1467-8624.00333 · Cited by 2,072
Self-citationKochanska, G., Murray, K. T., & Harlan, E. T. (2000) · Developmental Psychology · doi:10.1037/0012-1649.36.2.220 · Cited by 1,993
Scaling of theory-of-mind tasks.
Wellman, H. M., & Liu, D. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00691.x · Cited by 1,980
Blair, C. (2002) · American Psychologist · doi:10.1037/0003-066x.57.2.111 · Cited by 1,874
Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1991.tb00351.x · Cited by 1,766
Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994) · Cognition · doi:10.1016/0010-0277(94)90068-x · Cited by 1,598
A normative‐developmental study of executive function: A window on prefrontal function in children
Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991) · Developmental Neuropsychology · doi:10.1080/87565649109540483 · Cited by 1,313
Flagged first, then by citations
1 of the 60 references couldn’t be matched to a known paper.
Research works printed but not linked: 5
- 10.1037//0003-066X.57.2.111 · DOI · Paper page
- 10.1037//0012-1649.38.3.352 · DOI
- 10.1037//0012-1649.36.2.220 · DOI · Paper page
- 10.1037//0012-1649.25.4.663 · DOI
- Reed M., 1984, Merrill Palmer Quarterly, 30, 131
Cited by
Sorted by citations
Items 401–500 of 1,002
Andrews, K., Dunn, J. R., Prime, H., Duku, E., Atkinson, L. R., Tiwari, A., & González, A. (2021) · BMC Psychology · doi:10.1186/s40359-021-00651-1 · Cited by 48
Norcia, A. D., Pecora, G., Bombi, A. S., Baumgartner, E., & Laghi, F. (2014) · Journal of Child and Family Studies · doi:10.1007/s10826-014-9901-z · Cited by 58
Utendale, W. T., Nuselovici, J. N., Saint‐Pierre, A. B., Hubert, M., Chochol, C., & Hastings, P. D. (2013) · Developmental Psychobiology · doi:10.1002/dev.21136 · Cited by 51
Adaptive control and the avoidance of cognitive control demands across development
Niebaum, J. C., Chevalier, N., Guild, R. M., & Munakata, Y. (2018) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2018.04.029 · Cited by 52
Chevalier, N., Blaye, A., Dufau, S., & Lucenet, J. (2010) · Developmental Psychology · doi:10.1037/a0019674 · Cited by 48
Faja, S., Dawson, G., Sullivan, K., Meltzoff, A. N., Estes, A., & Bernier, R. (2016) · Autism Research · doi:10.1002/aur.1608 · Cited by 47
The development of co-representation effects in a joint task: Do children represent a co-actor?
Milward, S. J., Kita, S., & Apperly, I. A. (2014) · Cognition · doi:10.1016/j.cognition.2014.04.008 · Cited by 50
Maternal and Paternal Mental‐state Talk and Executive Function in Preschool Children
Baptista, J., Osório, A., Martins, E. C., Castiajo, P., Barreto, A. L., Mateus, V., Soares, I., & Martins, C. (2016) · Social Development · doi:10.1111/sode.12183 · Cited by 47
Young children do not succeed in choice tasks that imply evaluating chances
Girotto, V., Fontanari, L., González, M., Vallortígara, G., & Blaye, A. (2016) · Cognition · doi:10.1016/j.cognition.2016.03.010 · Cited by 47
Nilsen, E. S., Huyder, V., McAuley, T., & Liebermann, D. P. (2016) · Psychological Assessment · doi:10.1037/pas0000308 · Cited by 53
Executive function and magnitude skills in preschool children
Prager, E. O., Sera, M. D., & Carlson, S. M. (2016) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.01.002 · Cited by 47
Self-citationThe Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders
Viterbori, P., Traverso, L., & Usai, M. C. (2017) · Journal of Cognition and Development · doi:10.1080/15248372.2017.1392307 · Cited by 47
Bernier, A., Beauchamp, M. H., & Cimon‐Paquet, C. (2018) · Child Development · doi:10.1111/cdev.13160 · Cited by 61
Whedon, M., Perry, N. B., & Bell, M. A. (2020) · Brain and Cognition · doi:10.1016/j.bandc.2020.105636 · Cited by 52
Skogan, A. H., Zeiner, P., Egeland, J., Urnes, A.-G., Reichborn‐Kjennerud, T., & Aase, H. (2015) · Behavioral and Brain Functions · doi:10.1186/s12993-015-0060-1 · Cited by 47
Development of inductive generalization with familiar categories
Fisher, A. V., Godwin, K. E., & Matlen, B. J. (2015) · Psychonomic Bulletin & Review · doi:10.3758/s13423-015-0816-5 · Cited by 46
Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2020.07.011 · Cited by 46
Sorting between dimensions: Conditions of cognitive flexibility in preschoolers
Kloo, D., Perner, J., Kerschhuber, A., Dabernig, S., & Aichhorn, M. (2008) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2007.12.003 · Cited by 46
Testing Models of Children's Self-regulation Within Educational Contexts
Raver, C. C., Carter, J. S., McCoy, D. C., Roy, A. L., Ursache, A., & Friedman, A. (2012) · Advances in child development and behavior · doi:10.1016/b978-0-12-394388-0.00007-1 · Cited by 52
Mattera, S. K., Rojas, N. M., Morris, P., & Bierman, K. L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.640702 · Cited by 51
Moriguchi, Y. (2021) · Developmental Science · doi:10.1111/desc.13165 · Cited by 49
Segundo‐Marcos, R., Merchán, A., López-Fernández, V., & Daza, M. T. (2022) · Cognitive Development · doi:10.1016/j.cogdev.2022.101219 · Cited by 55
Verkerk, G. J. Q., Jeukens‐Visser, M., Houtzager, B. A., Koldewijn, K., Leemhuis, A. G., Nollet, F., & Kok, J. H. (2012) · Early Human Development · doi:10.1016/j.earlhumdev.2012.02.004 · Cited by 45
Vashisht, D., & Pillai, S. S. (2017) · Journal of Product & Brand Management · doi:10.1108/jpbm-02-2015-0811 · Cited by 41
Adverse childhood experiences, parenting, and child executive function
Treat, A. E., Morris, A. S., Williamson, A., Hays-Grudo, J., & Laurin, D. (2017) · Early Child Development and Care · doi:10.1080/03004430.2017.1353978 · Cited by 51
Parent education and income gradients in children's executive functions at kindergarten entry
Conway, A., Waldfogel, J., & Wang, Y. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.06.009 · Cited by 45
Bai, J., Huang, H., & Ouyang, H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.847785 · Cited by 44
Baptista, J., Osório, A., Martins, E. C., Veríssimo, M., & Martins, C. (2016) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2016.05.004 · Cited by 50
Physical Activity and Cognitive Development: A Meta-Analysis
Jackson, W. M., Davis, N., Sands, S. A., Whittington, R. A., & Sun, L. S. (2016) · Journal of Neurosurgical Anesthesiology · doi:10.1097/ana.0000000000000349 · Cited by 51
Executive Function in Preschoolers with Primary Language Impairment
Yang, H.-C., & Gray, S. I. (2017) · Journal of Speech Language and Hearing Research · doi:10.1044/2016_jslhr-l-15-0267 · Cited by 49
Fay‐Stammbach, T., Hawes, D. J., & Meredith, P. J. (2016) · Child Abuse & Neglect · doi:10.1016/j.chiabu.2016.12.004 · Cited by 53
Traverso, L., Fontana, M., Usai, M. C., & Passolunghi, M. C. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00660 · Cited by 48
Kälin, S., & Roebers, C. M. (2021) · Journal of Cognition and Development · doi:10.1080/15248372.2020.1862120 · Cited by 53
Social transmission of disinhibition in young children
Moriguchi, Y., Lee, K., & Itakura, S. (2007) · Developmental Science · doi:10.1111/j.1467-7687.2007.00601.x · Cited by 47
Delagneau, G., Twilhaar, E. S., Testa, R., van Veen, S., & Anderson, P. J. (2022) · Child Development · doi:10.1111/cdev.13885 · Cited by 43
Sprung, M. S. (2010) · Child and Adolescent Mental Health · doi:10.1111/j.1475-3588.2010.00568.x · Cited by 47
Zhao, X., Ling, C., Fu, L., & Maes, J. H. R. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00207 · Cited by 43
Little chameleons: The development of social mimicry during early childhood
van Schaik, J. E., & Hunnius, S. (2016) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.03.003 · Cited by 46
Utendale, W. T., Hubert, M., Saint‐Pierre, A. B., & Hastings, P. D. (2011) · Aggressive Behavior · doi:10.1002/ab.20403 · Cited by 48
Childhood rituals and executive functions
Tregay, J., Gilmour, J. D., & Charman, T. (2008) · British Journal of Developmental Psychology · doi:10.1348/026151008x299737 · Cited by 46
Kharitonova, M., & Munakata, Y. (2011) · Frontiers in Psychology · doi:10.3389/fpsyg.2011.00347 · Cited by 44
The Developmental Contours of Character
Sokol, B. W., Hammond, S. I., & Berkowitz, M. W. (2010) · Springer eBooks · doi:10.1007/978-90-481-8675-4_33 · Cited by 42
Dyson, M. W., Olino, T. M., Durbin, C. E., Goldsmith, H. H., Bufferd, S. J., Miller, A. R., & Klein, D. N. (2015) · Psychological Assessment · doi:10.1037/pas0000104 · Cited by 49
From prioritizing objects to prioritizing cues: a developmental shift for cognitive control
Chevalier, N., Dauvier, B., & Blaye, A. (2017) · Developmental Science · doi:10.1111/desc.12534 · Cited by 42
Doebel, S., Barker, J. E., Chevalier, N., Michaelson, L. E., Fisher, A. V., & Munakata, Y. (2017) · PLoS ONE · doi:10.1371/journal.pone.0175072 · Cited by 42
Cognitive flexibility in preschool children with and without stuttering disorders
Eichorn, N., Marton, K., & Pirutinsky, S. (2017) · Journal of Fluency Disorders · doi:10.1016/j.jfludis.2017.11.001 · Cited by 47
Rojas‐Barahona, C. A., Förster, C. E., Moreno‐Ríos, S., & McClelland, M. M. (2015) · Early Education and Development · doi:10.1080/10409289.2015.1036346 · Cited by 43
Faja, S., & Dawson, G. (2013) · Autism · doi:10.1177/1362361313512424 · Cited by 43
Miller, A. L., Lo, S. L., Bauer, K. W., & Fredericks, E. M. (2020) · Health Psychology Review · doi:10.1080/17437199.2020.1718530 · Cited by 43
White, R. E., & Carlson, S. M. (2021) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2021.105090 · Cited by 49
Self-citationGarcia-Barrera, M. A., Kamphaus, R. W., & Bandalos, D. (2011) · Psychological Assessment · doi:10.1037/a0021097 · Cited by 41
Doom, J. R., Gunnar, M. R., Georgieff, M. K., Kroupina, M. G., Frenn, K., Fuglestad, A. J., & Carlson, S. M. (2014) · Child Development · doi:10.1111/cdev.12231 · Cited by 40
Self-citationBernier, A., Bélanger, M., Tarabulsy, G. M., Simard, V., & Carrier, J. (2014) · Infant Behavior and Development · doi:10.1016/j.infbeh.2014.08.011 · Cited by 44
Wade, M., Browne, D. T., Madigan, S. L., Plamondon, A., & Jenkins, J. M. (2014) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617714000745 · Cited by 44
Nature by Design: Playscape Affordances Support the Use of Executive Function in Preschoolers
Carr, V. W., Brown, R. D., Schlembach, S., & Kochanowski, L. (2017) · Children Youth and Environments · doi:10.7721/chilyoutenvi.27.2.0025 · Cited by 40
Malagoli, C., & Usai, M. C. (2017) · Cognitive Development · doi:10.1016/j.cogdev.2017.10.005 · Cited by 40
Landry-Roy, C., Bernier, A., Gravel, J., & Beauchamp, M. H. (2018) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617718000401 · Cited by 42
Alzubi, T. M., Fernandez, R., Flores, J. C., Durán-Bouza, M., & Cotos, J. M. (2018) · IEEE Access · doi:10.1109/access.2018.2870575 · Cited by 44
Wang, X., Liu, X., & Feng, T. (2020) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2020.105018 · Cited by 40
Nutrients for executive function development and related brain connectivity in school-aged children
Costello, S. E., Geiser, E., & Schneider, N. (2020) · Nutrition Reviews · doi:10.1093/nutrit/nuaa134 · Cited by 45
Profiles of self-regulation in elementary grades: Relations to math and reading skills
Mägi, K., Männamaa, M., & Kikas, E. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.08.028 · Cited by 46
Efecto de la edad en una tarea de planificación y organización (‘pirámide de México’) en escolares
Villaseñor, E. M., Chamorro, Y., Inozemtseva, O., Amador, O. B., Rosselli, M., & Ardila, A. (2008) · Revista de Neurología · doi:10.33588/rn.4702.2007618 · Cited by 42
Structure, measurement, and development of preschool executive function
Nelson, J. M., James, T. D., Chevalier, N., Clark, C. A. C., & Espy, K. A. (2016) · Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. · doi:10.1037/14797-004 · Cited by 39
Attachment and Effortful Control in Toddlerhood Predict Academic Achievement Over a Decade Later
Dindo, L. N., Brock, R. L., Aksan, N. S., Gámez, W., Kochanska, G., & Clark, L. A. (2017) · Psychological Science · doi:10.1177/0956797617721271 · Cited by 39
Early Language Delay and Specific Language Impairment
Moyle, J., Stokes, S. F., & Klee, T. M. (2011) · Developmental Disabilities Research Reviews · doi:10.1002/ddrr.1110 · Cited by 47
Toddlers benefit from labeling on an executive function search task
Miller, S. E., & Marcovitch, S. (2010) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2010.10.008 · Cited by 39
The impact of motivation and teachers’ autonomy support on children’s executive functions
Sosic-Vasic, Z., Keis, O., Lau, M., Spitzer, M., & Streb, J. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00146 · Cited by 44
Children’s Teaching Skills: The Role of Theory of Mind and Executive Function
Davis‐Unger, A. C., & Carlson, S. M. (2008) · Mind Brain and Education · doi:10.1111/j.1751-228x.2008.00043.x · Cited by 38
Self-citationFarah, R., Ionta, S., & Horowitz‐Kraus, T. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.708863 · Cited by 41
The role of inhibitory control in the development of human figure drawing in young children
Riggs, K. J., Jolley, R. P., & Simpson, A. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2012.10.003 · Cited by 38
Valiente, C., Swanson, J., Lemery‐Chalfant, K., & Berger, R. H. (2014) · Journal of School Psychology · doi:10.1016/j.jsp.2014.05.005 · Cited by 43
Stability in Maternal Autonomy Support and Child Executive Functioning
Matte‐Gagné, C., Bernier, A., & Lalonde, G. (2014) · Journal of Child and Family Studies · doi:10.1007/s10826-014-0063-9 · Cited by 37
Baron, I. S., Erickson, K., Ahronovich, M. D., Litman, F. R., & Brandt, J. (2010) · Neuropsychology · doi:10.1037/a0020382 · Cited by 37
Doenyas, C., Yavuz, H. M., & Selçuk, B. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.09.014 · Cited by 37
Zeytinoglu, S., Calkins, S. D., & Leerkes, E. M. (2018) · International Journal of Behavioral Development · doi:10.1177/0165025418757706 · Cited by 43
The interplay between parenting and temperament in associations with children’s executive function.
Suor, J. H., Sturge‐Apple, M. L., Davies, P. T., & Jones-Gordils, H. R. (2019) · Journal of Family Psychology · doi:10.1037/fam0000558 · Cited by 37
Erdmann, K. A., & Hertel, S. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09211-w · Cited by 41
The application of positive parenting interventions to academic school readiness: A scoping review
Prime, H., Andrews, K., McTavish, J. R., Harris, M., Janus, M., Bennett, T. A., & González, A. (2020) · Child Care Health and Development · doi:10.1111/cch.12810 · Cited by 37
Kretschmer-Trendowicz, A., Voigt, B., Friedrich, S., Pfeiffer, K., & Kliegel, M. (2013) · Child Neuropsychology · doi:10.1080/09297049.2013.841881 · Cited by 37
Pauli‐Pott, U., & Becker, K. (2015) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2015.04.011 · Cited by 39
Zelazo, P. D., & Patricia, J. (2013) · Cited by 37
What is theory of mind? A psychometric study of theory of mind and intelligence
Navarro, E. (2022) · Cognitive Psychology · doi:10.1016/j.cogpsych.2022.101495 · Cited by 36
Behavior Regulation and Early Math and Vocabulary Knowledge in German Preschool Children
von Suchodoletz, A., & Gunzenhauser, C. (2013) · Early Education and Development · doi:10.1080/10409289.2012.693428 · Cited by 39
The role of action prediction and inhibitory control for joint action coordination in toddlers
Meyer, M., Harold Bekkering, A., Haartsen, R., Stapel, J., & Hunnius, S. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.06.005 · Cited by 41
Effect of delay on children's delay-execute prospective memory performance
Rendell, P. G., Vella, M. J., Kliegel, M., & Terrett, G. (2009) · Cognitive Development · doi:10.1016/j.cogdev.2008.12.002 · Cited by 36
Nilsen, E. S., & Valcke, A. (2018) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2018.08.001 · Cited by 39
Assessment of preschool‐age executive functions: A systematic review
Silva, C., Sousa‐Gomes, V., Fávero, M., Oliveira, S., Merendeiro, C. S., Oliveira, J., & Moreira, D. S. (2022) · Clinical Psychology & Psychotherapy · doi:10.1002/cpp.2718 · Cited by 43
Inhibition changes across the lifespan: experimental evidence from the Stroop task
Forte, G., Troisi, G., Favieri, F., & Casagrande, M. (2024) · BMC Psychology · doi:10.1186/s40359-024-01844-0 · Cited by 39
Acar, İ. H., Torquati, J., Garcia, A. S., & Ren, L. (2018) · Merrill-palmer Quarterly · doi:10.13110/merrpalmquar1982.64.2.0248 · Cited by 42
John, A. M. S., Finch, K. H., & Tarullo, A. R. (2019) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2019.100677 · Cited by 40
Choo, A. L., Smith, S. A., & Li, H. (2020) · BMC Psychology · doi:10.1186/s40359-020-00481-7 · Cited by 35
Acar, İ. H., Veziroğlu-Çelik, M., Rudasill, K. M., & Sealy, M. (2021) · Child & Youth Care Forum · doi:10.1007/s10566-021-09615-3 · Cited by 36
EEG power and coherence during preschoolers' performance of an executive function battery
Swingler, M. M., Willoughby, M. T., & Calkins, S. D. (2011) · Developmental Psychobiology · doi:10.1002/dev.20588 · Cited by 38
Subramanian, S. K. (2015) · JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH · doi:10.7860/jcdr/2015/14881.6818 · Cited by 35
Obradović, J., Portilla, X. A., Tirado‐Strayer, N., Siyal, S., Rasheed, M. A., & Yousafzai, A. K. (2017) · Journal of Family Psychology · doi:10.1037/fam0000279 · Cited by 35
Mapping of Executive Functions / Cartografía de las Funciones Ejecutivas
Santa-Cruz, C., & Rosas, R. (2017) · Studies in Psychology Estudios de Psicología · doi:10.1080/02109395.2017.1311459 · Cited by 47
Unique effects of socioeconomic and emotional parental challenges on children's executive functions
Finch, J. E., & Obradović, J. (2017) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2017.07.004 · Cited by 41
Santillán, J., & Khurana, A. (2017) · Developmental Science · doi:10.1111/desc.12624 · Cited by 40
Lim, K.-B., Kim, J., Lee, H., Yoo, J., You, E.-C., & Kang, J. (2018) · Annals of Rehabilitation Medicine · doi:10.5535/arm.2018.42.1.26 · Cited by 34
Quistberg, K. A., & Mueller, U. (2019) · The Clinical Neuropsychologist · doi:10.1080/13854046.2019.1591510 · Cited by 40
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
