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Patricia F. Vadasy & Elizabeth A. Sanders. (2023) Cognitive Flexibility + Phonics Intervention Effects on Reading Gains. Reading Psychology 44:5, pages 514-542.
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Gabriel Brito, Camila Leon, Camila Ribeiro, Bruna Trevisan, Natália Dias & Alessandra Seabra. (2022) Evidence-Based Practices in a Social Project: Promotion of Executive Functions in Children from Northeastern Brazil. Journal of Cognition and Development 23:5, pages 712-731.
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Kirsten A. Quistberg & Ulrich Mueller. (2020) Prospective relations between kindergarteners’ executive function skills and their externalizing and internalizing behaviors. The Clinical Neuropsychologist 34:4, pages 845-862.
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Xiaoqing Ding, Shuchen Li, Xingli Zhang & Jiannong Shi. (2024) The mediating role of executive function between socioeconomic status and academic achievement: A meta-analytic structural equation model. Learning and Individual Differences 110, pages 102418.
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Natália Martins Dias, Caroline de Oliveira Cardoso & Chrissie Ferreira de Carvalho. 2024. Neuropsychological Interventions for Children - Volume 1. Neuropsychological Interventions for Children - Volume 1
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Sümeyye Koşkulu-Sancar, Eva van de Weijer-Bergsma, Hanna Mulder & Elma Blom. (2023) Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. Developmental Review 67, pages 101063.
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Claudia Reina-Reina, Pedro J. Conesa & Jon Andoni Duñabeitia. (2023) Impact of a cognitive stimulation program on the reading comprehension of children in primary education. Frontiers in Psychology 13.
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Bernardo Benites de Cerqueira, Débora Nice Ferrari Barbosa & João Batista Mossmann. 2023. Grand Research Challenges in Games and Entertainment Computing in Brazil - GranDGamesBR 2020–2030. Grand Research Challenges in Games and Entertainment Computing in Brazil - GranDGamesBR 2020–2030
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Yeganeh Khademali, Emad Yousefi & Mahin Askari. (2022) Comparison The Effectiveness of Executive Function Training and Cognitive Games Intervention on Reading Performance in Elementary Students. Iranian Evolutionary and Educational Psychology 4:4, pages 84-94.
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Hanqing Xu, Xinyan Cheng, Ting Wang, Shufen Wu & Yongqi Xiong. (2022) Mapping Neuroscience in the Field of Education through a Bibliometric Analysis. Brain Sciences 12:11, pages 1454.
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Somayeh Nazari, Farnaz Hakiminejad & Saeid Hassanzadeh. (2022) Effectiveness of a process-based executive function intervention on arithmetic knowledge of children with Developmental Dyscalculia. Research in Developmental Disabilities 127, pages 104260.
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Eve Kikas, Kaja Mädamürk, Liis Hennok, Hardi Sigus, Teri Talpsep, Olga Luptova & Valentina Kivi. (2021) Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4. European Journal of Psychology of Education 37:2, pages 509-530.
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Grace Zauza, Camila Barbosa Riccardi León, Rauni Jandé Roama-Alves, Alessandra Gotuzo Seabra & Natália Martins Dias. (2021) Promotion of Self-regulation in Preschool Children: Effects and Perceptions of Teachers. Trends in Psychology 30:1, pages 73-96.
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Iveta Kovalčíková & Ivana Martinková. 2022. Stimulácia metakongitívnych schopností žiaka. Stimulácia metakongitívnych schopností žiaka.
Natália Martins Dias, Ana Paula Prust Pereira & Alessandra Gotuzo Seabra. (2022) Executive Functions in the Prediction of Academic Performance in Elementary Education. Psicologia: Teoria e Pesquisa 38.
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Patricia F. Vadasy & Elizabeth A. Sanders. (2021) Introducing phonics to learners who struggle: content and embedded cognitive elements. Reading and Writing 34:8, pages 2059-2080.
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Ursula Pauli-Pott, Christopher Mann & Katja Becker. (2020) Do cognitive interventions for preschoolers improve executive functions and reduce ADHD and externalizing symptoms? A meta-analysis of randomized controlled trials. European Child & Adolescent Psychiatry 30:10, pages 1503-1521.
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Iveta Kovalčíková, Jochanan Veerbeek, Bart Vogelaar, Alena Prídavková, Ján Ferjenčík, Edita Šimčíková & Blanka Tomková. (2021) Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics. Education Sciences 11:6, pages 285.
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Miriam Romero-López, María Carmen Pichardo, Ana Justicia-Arráez & Judit Bembibre-Serrano. (2021) Reducing Aggression by Developing Emotional and Inhibitory Control. International Journal of Environmental Research and Public Health 18:10, pages 5263.
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Costanza Ruffini, Silvia Spoglianti, Clara Bombonato, Silvia Bonetti, Maria Chiara Di Lieto & Chiara Pecini. (2021) Dialogic Reading to Empower Executive Functions in Preschoolers. Children 8:5, pages 373.
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Saray Bonete, Ángela Osuna, Clara Molinero & Inmaculada García-Font. (2021) MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings. Frontiers in Psychology 12.
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Natalia Lara Nieto-Márquez, Alejandro Cardeña Martínez, Alejandro Baldominos, Almudena González Petronila & Miguel Ángel Pérez Nieto. (2020) Assessment of the Effects of Digital Educational Material on Executive Function Performance. Frontiers in Education 5.
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Teresa M. Ober, Patricia J. Brooks, Bruce D. Homer & David Rindskopf. (2020) Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation. Educational Psychology Review 32:3, pages 735-763.
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Andrea M. Spruijt, Marielle C. Dekker, Tim B. Ziermans & Hanna Swaab. (2019) Educating parents to improve parent–child interactions: Fostering the development of attentional control and executive functioning. British Journal of Educational Psychology 90:S1, pages 158-175.
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Miriam Romero-López, M. Carmen Pichardo, Judit Bembibre-Serrano & Trinidad García-Berbén. (2020) Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers. Sustainability 12:11, pages 4408.
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Emad Yousefi, Salar Faramarzi, Mokhtar Malek Pour & Ahmad Yarmohammadian. (2020) Comparison of the Effect of Executive Functions Training and Barkley’s Model on Reading Performance and Academic Self-Concept in Students with Dyslexia. Quarterly Journal of Child Mental Health 6:4, pages 51-62.
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Jamie M. Lawler, Elisa A. Esposito, Colleen M. Doyle & Megan R. Gunnar. (2019) A Preliminary, Randomized-Controlled Trial of Mindfulness and Game-Based Executive Function Trainings to Promote Self-Regulation in Internationally-Adopted Children. Development and Psychopathology 31:04, pages 1513-1525.
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Dimitris Zbainos & Anastasia Touri. (2019) FORMATIVE ASSESSMENT USING THE “THINK ALOUD” METHOD FOR THE DEVELOPMENT OF EXECUTIVE FUNCTIONS AND MATHEMATICAL PROBLEM-SOLVING ABILITY. IJAEDU- International E-Journal of Advances in Education, pages 298-306.
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Teomara Rutherford, Martin Buschkuehl, Susanne M. Jaeggi & George Farkas. (2018) Links between achievement, executive functions, and self‐regulated learning. Applied Cognitive Psychology 32:6, pages 763-774.
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Wei Wei, Liyue Guo, George K. Georgiou, Athanasios Tavouktsoglou & Ciping Deng. (2018) Different Subcomponents of Executive Functioning Predict Different Growth Parameters in Mathematics: Evidence From a 4-Year Longitudinal Study With Chinese Children. Frontiers in Psychology 9.
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