How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study

2015 ◽  
Vol 140 ◽  
pp. 38-55 ◽  
Author(s):  
Paola Viterbori ◽  
M. Carmen Usai ◽  
Laura Traverso ◽  
Valentina De Franchis
Keyword(s):  
Longitudinal Study ◽  
Executive Functioning ◽  
Math Achievement

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

Executive functioning correctly classified diagnoses in patients with first-episode psychosis: Evidence from a 2-year longitudinal study

2011 ◽  
Vol 126 (1-3) ◽  
pp. 77-80 ◽  
Author(s):  
Javier Peña ◽  
Natalia Ojeda ◽  
Rafael Segarra ◽  
Jose Ignacio Eguiluz ◽  
Jon García ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Executive Functioning ◽  
First Episode Psychosis ◽  
First Episode ◽  
Episode Psychosis

scholarly journals Cognitive Decline and Retirement: Findings From the Canadian Longitudinal Study on Aging

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 971-971
Author(s):  
Catherine Gosselin ◽  
Benjamin Boller ◽  
Meghan Désilets-Jutras
Keyword(s):  
Longitudinal Study ◽  
Executive Functioning ◽  
Assessment Tools ◽  
Propensity Score Method ◽  
Cross Sectional ◽  
Cognitive Capacities ◽  
French Speaking ◽  
Negative Effect ◽  
The Impact

Abstract Since increasing life expectancy leads to a longer period of retirement, several studies have been investigating the possible impact of retirement on cognitive health. Several epidemiological studies with cross-sectional designs have reported a negative association between retirement and cognitive capacities. However, very few studies with longitudinal designs have confirmed the negative effect of retirement on cognitive functioning. The present study was conducted to investigate the impact of retirement on cognitive capacities among older Canadians. We used data from the Comprehensive cohort of the Canadian Longitudinal Study on Aging (CLSA) to compare performance retirees and workers (N = 1442), 45 to 85 years of age at baseline. Memory and executive functioning were assessed using standardized assessment tools at baseline and at three-year follow up. Retirees and workers were matched for age, gender and education using the nearest neighbor propensity score method with a caliper of 0.02. Mixed ANOVA and post hoc analyses were conducted separately for the English- and French-speaking samples. Results for the English-speaking sample showed a significant decline on both the Stroop and the Mental Alternation Task for retirees compared to workers from baseline to follow-up. These results support previous cross-sectional studies that have demonstrated a negative effect of retirement on executive functioning. The absence of significant results in the French-speaking sample will be discussed in terms of sample size and professional occupation.

scholarly journals Life Course Pathways From Childhood Socioeconomic Status to Later-Life Cognition: Evidence From the Wisconsin Longitudinal Study

2020 ◽  
Author(s):  
Emily A Greenfield ◽  
Sara Moorman ◽  
Annika Rieger
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Longitudinal Study ◽  
Executive Functioning ◽  
Life Course ◽  
Standardized Test ◽  
Later Life ◽  
Status Attainment ◽  
Scholastic Performance ◽  
Wisconsin Longitudinal Study

Abstract Objectives A growing body of research indicates that older adults are at greater risk for poorer cognition if they experienced low socioeconomic status (SES) as children. Guided by life course epidemiology, this study aimed to advance understanding of processes through which childhood SES influences cognition decades later, with attention to the role of scholastic performance in adolescence and SES in midlife. Method We used data from the Wisconsin Longitudinal Study (WLS), which has followed a cohort of high school graduates since they were 18 years old in 1957. Childhood SES was measured prospectively in adolescence, and measures of memory and language/executive functioning were based on neurocognitive assessments at age 72. We used participants’ scores on a statewide standardized test in high school as an indicator of scholastic performance in adolescence. The measure of SES in midlife included years of postsecondary education, income, and occupation status at age 53. Results Findings from structural equation models indicated that scholastic performance in adolescence and midlife status attainment together fully mediated associations between childhood SES and both memory and language/executive functioning at age 72. Adolescent scholastic performance was directly associated with later-life cognition, as well as indirectly through midlife status attainment. Discussion Findings provide support for both latency and social pathway processes when considering how SES in childhood influences later-life cognition. Results contribute to growing calls for social policies and programs to support optimal brain health at multiple phases throughout the life course, especially among individuals with lower SES as children.

scholarly journals A Quantitative Investigation into the Impacts of 1:1 iPads on Early Learner’s ELA and Math Achievement

10.28945/2175 ◽  
2015 ◽  
Vol 14 ◽  
pp. 191-215 ◽  
Author(s):  
Damian Bebell ◽  
Joseph Pedulla
Keyword(s):  
Student Achievement ◽  
Longitudinal Study ◽  
English Language ◽  
Math Achievement ◽  
Policy Makers ◽  
Before And After ◽  
Implementation Period ◽  
Literacy Performance ◽  
Performance Gains

Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students’ technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achievement. This study addresses the short-term and long-term quantitative impacts of one of the world’s first school efforts to provide Kindergarten through 3rd grade classrooms with 1:1 iPad access and a range of English Language Arts (ELA) and math Apps. This report summarizes two investigations conducted during this iPad implementation. First, a 9-week pre/post randomized control trial was conducted in which 8 Kindergarten classes used literacy and numeracy apps while another 8 Kindergarten classes used their traditional (non-iPad) resources. At the end of this short implementation period, slightly stronger literacy performance gains were observed in the iPad settings. In a second longitudinal study, three years of assessment data were explored before and after the 1:1 iPad implementation in grades K to 2. Results from the longitudinal study provide emerging evidence of potential increases in ELA achievement, but no consistent results in math achievement. This paper adds to the sparse literature in this area and provides a springboard for further research.

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