The Effect of Executive Function on Biological Reasoning in Young Children: An Individual Differences Study

From the stance of cognitive developmental theories, claims that general g is an entity of the mind are compatible with notions about domain-general development and age-invariant individual differences. Whether executive function is equated with general g or fluid g, research into the mechanisms by which development occurs is essential to elucidate the kinds of environmental inputs that engender effective intervention.

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The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

Journal of Child Language ◽

10.1017/s0305000910000504 ◽

2010 ◽

Vol 38 (1) ◽

pp. 41-45 ◽

Cited By ~ 4

Author(s):

MARILYN VIHMAN ◽

TAMAR KEREN-PORTNOY

Keyword(s):

Individual Differences ◽

Young Children ◽

Current Work ◽

Phonological Development ◽

Phonological Learning ◽

Production Practice ◽

The Relationship

Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light.

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The combined effects of prenatal drug exposure and early adversity on neurobehavioral disinhibition in childhood and adolescence

Development and Psychopathology ◽

10.1017/s0954579411000290 ◽

2011 ◽

Vol 23 (3) ◽

pp. 777-788 ◽

Cited By ~ 50

Author(s):

Philip A. Fisher ◽

Barry M. Lester ◽

David S. DeGarmo ◽

Linda L. Lagasse ◽

Hai Lin ◽

...

Keyword(s):

Executive Function ◽

Individual Differences ◽

Drug Use ◽

Early Adversity ◽

Combined Effects ◽

Prenatal Substance Exposure ◽

Substance Exposure ◽

Behavioral Dysregulation ◽

Prenatal Drug Use ◽

Prospective Longitudinal

AbstractThe negative effects of prenatal substance exposure on neurobiological and psychological development and of early adversity are clear, but little is known about their combined effects. In this study, multilevel analyses of the effects of prenatal substance exposure and early adversity on the emergence of neurobehavioral disinhibition in adolescence were conducted. Neurobehavioral disinhibition has previously been observed to occur frequently in multiproblem youth from high-risk backgrounds. In the present study, neurobehavioral disinhibition was assessed via behavioral dysregulation and poor executive function composite measures. Data were drawn from a prospective longitudinal investigation of prenatal substance exposure that included 1,073 participants followed from birth through adolescence. The results from latent growth modeling analyses showed mean stability but significant individual differences in behavioral dysregulation and mean decline with individual differences in executive function difficulties. Prior behavioral dysregulation predicted increased executive function difficulties. Prenatal drug use predicted the emergence and growth in neurobehavioral disinhibition across adolescence (directly for behavioral dysregulation and indirectly for executive function difficulties via early adversity and behavioral dysregulation). Prenatal drug use and early adversity exhibited unique effects on growth in behavioral dysregulation; early adversity uniquely predicted executive function difficulties. These results are discussed in terms of implications for theory development, social policy, and prevention science.

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Supporting Executive Function Skills in Early Childhood: Using a Peer Buddy Approach for Community, Confidence, and Citizenship

Journal of Education and Training ◽

10.5296/jet.v3i1.8837 ◽

2016 ◽

Vol 3 (1) ◽

pp. 158 ◽

Cited By ~ 1

Author(s):

Kathleen I. Harris

Keyword(s):

Early Childhood ◽

Executive Function ◽

Academic Success ◽

Young Children ◽

Social Interactions ◽

Community Building ◽

Classroom Community ◽

Problem Solving Skills ◽

Cognitive Decision ◽

Positive Social Skills

<p>This article provides a descriptive overview of a peer buddy program designed to develop and support young children’s executive functioning in early childhood classrooms. The author defines and categorizes executive function skills and analyzes their development in early childhood and benefits in the continued academic success of young children. The steps in creating a peer buddy program are explained, and a framework is provided for teachers to help the entire class develop effective executive function skills while facilitating positive social skills for classroom community building and citizenship. By supporting young children in their efforts to develop stronger executive function skills, teachers build resilience and help them discover their strengths for facilitating social interactions, problem-solving skills, and confidence in cognitive decision making to be successful citizens at home and in school.</p>

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