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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
The purpose of this study was to determine if children's performance on rapid automatic naming (RAN) tasks served as a mediator in the relation between inattention and reading. Although previous studies have produced mixed results when...
Children who are native Spanish-speaking Language Minority Youth (LMY) comprise the fastest growing population of students in the United States. In addition, these children lag significantly behind their non-LMY peers in academic...
The relation between self-regulation and both academic skills and internalizing symptoms is well-established. However, open questions remain regarding the nature of this relation and about whether similar or different aspects of self...
Children's reading success throughout elementary school can be predicted from their emergent literacy skills, behavior, and temperament. The mechanism linking these constructs is complex; the goal of this study was to use latent variable...
Although most researchers agree that memory is made up of separable components, there are a number of conflicting theoretical models of memory. Specifically, there remains debate as to whether working memory resources are best described...
Validating the structure of early numeracy skills is critical to understanding the developmental trajectories of mathematics skills at early ages. However, little research has been devoted to construct evaluation of the Counting, ...
Throughout the literature, there is a well-documented discrepancy between rating of children's behaviors across different informants, typically parents and teachers. Many different theories have been investigated to address the root of...
The purpose of this study was to evaluate whether Spanish-speaking language minority children develop conceptual knowledge (Cummins, 1981) that is common to their two languages alongside development of proficiency in their first (L1) and...
The structure of executive function (EF) was examined with both 3- and 4-year-old children. How EF, as well as how working memory (WM) and inhibitory control (IC) components of EF, related to academic and socio-emotional outcomes over...
Continuous Performance Test (CPT) is a term used to describe a family of cognitive tasks that require an individual to view a sequence of stimuli on a screen while responding under certain conditions and withholding responses under other...
Effortful control (EC) is defined as the ability to inhibit or delay a prepotent response, typically in favor of a subdominant response. It has been suggested that, in young children (i.e., preschool-aged), EC is a multidimensional...
Inhibitory processes have been consistently linked to children's academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., ...
Working memory (WM) is an area of increased interest in fields studying children and their development because of the associations between WM and other developmental outcomes of interest. Consensus among theoretical perspectives of WM...
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