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Mayra Mendoza-Armenta, Carolina Valdez-Montero, Mario Enrique Gámez-Medina, Jesica Guadalupe Ahumada-Cortez & Ginne Ussi Guadalupe Apodaca-Orozco. (2024) Inhibitory Control, Use of Online Sexual Material and Sexual Compulsivity in High School Adolescents from Northern Mexico. Sexual Health & Compulsivity 31:1, pages 44-58.
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Felipe I. Porflitt & Ricardo R. Rosas-Díaz. (2019) Behind the scene: cognitive benefits of playing a musical instrument. Executive functions, processing speed, fluid intelligence and divided attention / Detrás de la escena: beneficios cognitivos de tocar un instrumento musical. Funciones ejecutivas, velocidad de procesamiento, inteligencia fluida y atención dividida. Studies in Psychology 40:2, pages 464-490.
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José-Pablo Escobar, Ricardo Rosas-Díaz, Francisco Ceric, Andrés Aparicio, Paulina Arango, Rodrigo Arroyo, Victoria Espinoza, Marion Garolera, Marcelo Pizarro, Felipe Porflitt, María-Paz Ramírez & Diego Urzúa. (2018) The role of executive functions in the relation between socioeconomic level and the development of reading and maths skills / El rol de las funciones ejecutivas en la relación entre el nivel socioeconómico y el desarrollo de habilidades lectoras y matemáticas. Culture and Education 30:2, pages 368-392.
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Catalina Santa-Cruz. (2017) Introduction to a special issue on Executive Functions / Introducción al número especial sobre Funciones Ejecutivas. Studies in Psychology 38:2, pages 277-283.
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Articles from other publishers (13)
Izaskun Ibabe, Aranzazu Albertos & Cristina Lopez-del Burgo. (2023) Leisure time activities in adolescents predict problematic technology use. European Child & Adolescent Psychiatry 33:1, pages 279-289.
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Ricardo Rosas, Victoria Espinoza, Camila Martinez & Catalina Santa-Cruz. (2023) The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools. Frontiers in Education 8.
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Christiane Wesarg-Menzel, Rutmer Ebbes, Maud Hensums, Eline Wagemaker, Martina S. Zaharieva, Janneke P.C. Staaks, Alithe L. van den Akker, Ingmar Visser, Machteld Hoeve, Eddie Brummelman, Tycho J. Dekkers, Jaap A. Schuitema, Helle Larsen, Cristina Colonnesi, Brenda R.J. Jansen, Geertjan Overbeek, Hilde M. Huizenga & Reinout W. Wiers. (2023) Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation. Developmental Review 69, pages 101090.
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Marina Landa Maymó & Inés María Monreal Guerrero. (2022) Revisión sistemática sobre el enfoque del pensamiento visible en las Enseñanzas Artísticas. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-13.
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Álvaro Huerta Ojeda, Patricio Lizama Tapia, Jaime Pulgar Álvarez, Claudia González-Cruz, María-Mercedes Yeomans-Cabrera & Juan Contreras Vera. (2022) Relationship between Attention Capacity and Hand–Eye Reaction Time in Adolescents between 15 and 18 Years of Age. International Journal of Environmental Research and Public Health 19:17, pages 10888.
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Palmenia Pinochet-Quiroz, Nancy Lepe-Martínez, Francisco Gálvez-Gamboa, Carlos Ramos-Galarza, Milenko Del-Valle-Tapia & Pamela Acosta-Rodas. (2022) Relationship between cold executive functions and self-regulated learning management in college students. Estudios sobre Educación 43, pages 93-113.
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Daniel J. King, Stefano Seri, Cathy Catroppa, Vicki A. Anderson & Amanda G. Wood. (2021) Structural-covariance networks identify topology-based cortical-thickness changes in children with persistent executive function impairments after traumatic brain injury. NeuroImage 244, pages 118612.
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Carmen Pichardo, Miriam Romero-López, Alba Ruiz-Durán & Trinidad García-Berbén. (2021) Executive Functions and Problematic Internet Use among University Students: The Mediator Role of Self-Esteem. Sustainability 13:19, pages 11003.
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Luis Espino-Díaz, Gemma Fernández-Caminero, Carmen-María Hernández-Lloret, Hugo González-González & José-Luis Álvarez-Castillo. (2021) Emotional Intelligence and Executive Functions in the Prediction of Prosocial Behavior in High School Students. An InterDisciplinary Approach between Neuroscience and Education. Children 8:9, pages 759.
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Miriam Romero-López, M. Carmen Pichardo, Ana Justicia-Arráez & Francisco Cano-García. (2021) Effect of the EFE-P program on the improvement of executive functions in Early Childhood Education. Revista de Psicodidáctica (English ed.) 26:1, pages 20-27.
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Miriam Romero-López, M. Carmen Pichardo, Ana Justicia-Arráez & Francisco Cano-García. (2021) Efecto del programa EFE-P en la mejora de las funciones ejecutivas en Educación Infantil. Revista de Psicodidáctica 26:1, pages 20-27.
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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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Ricardo Rosas, Victoria Espinoza, Felipe Porflitt & Francisco Ceric. (2019) Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study. Frontiers in Psychology 10.
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