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Emiddia Longobardi, Pietro Spataro, Mara Morelli & Fiorenzo Laghi. (2022) Executive function ratings in educational settings: concurrent relations with cognitive and affective theory of mind. Early Child Development and Care 192:13, pages 2046-2058.
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Linda Laatsch, Jonathan Dodd, Tanya Brown, Angela Ciccia, Felicia Connor, Kim Davis, Meghan Doherty, Mark Linden, Gianna Locascio, Jennifer Lundine, Samantha Murphy, Drew Nagele, Janet Niemeier, Adam Politis, Catrin Rode, Beth Slomine, Racheal Smetana & Lauren Yaeger. (2020) Evidence-based systematic review of cognitive rehabilitation, emotional, and family treatment studies for children with acquired brain injury literature: From 2006 to 2017. Neuropsychological Rehabilitation 30:1, pages 130-161.
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Articles from other publishers (15)
Janina Eberhart, Andrew E. Koepp, Steven J. Howard, Rianne Kok, Dana C. McCoy & Sara T. Baker. (2022) Advancing Educational Research on Children’s Self-Regulation With Observational Measures. Journal of Psychoeducational Assessment 41:3, pages 267-282.
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Adela Badau & Irina-Mihaela Trifan. (2022) Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.). International Journal of Environmental Research and Public Health 19:22, pages 14931.
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Verónica Nin, Hernán Delgado, Graciela Muniz‐Terrera & Alejandra Carboni. (2022) Partial agreement between task and BRIEF‐P‐based EF measures depends on school socioeconomic status. Developmental Science 25:5.
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Carla Fernandes, Ana F. Santos, Marilia Fernandes, Manuela Veríssimo & António J. Santos. (2022) Caregivers’ Responses to Children’s Negative Emotions: Associations with Preschoolers’ Executive Functioning. Children 9:7, pages 1075.
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Elena Escolano-Pérez, Carmen R. Sánchez-López & Maria Luisa Herrero-Nivela. (2022) Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners. Frontiers in Psychology 13.
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Natalia Józefacka. (2022) Funkcje wykonawcze u dzieci – dysonans między obserwacją dorosłego a umiejętnościami dziecka. Psychologia Rozwojowa 27:2, pages 89-98.
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Jennifer K. Finders, Robert J. Duncan, Irem Korucu, Lindsey B. Bryant, David J. Purpura & Sara A. Schmitt. (2021) Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes. Frontiers in Psychology 12.
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Steven J. Howard, Elena Vasseleu, Cathrine Neilsen-Hewett, Marc de Rosnay, Amy Y. C. Chan, Stuart Johnstone, Myrto Mavilidi, Fred Paas & Edward C. Melhuish. (2021) Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills. Frontiers in Psychology 12.
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Justin R. Shinn, Asitha D. L. Jayawardena, Ankita Patro, M. Geraldine Zuniga & James L. Netterville. (2019) Teacher Prescreening for Hearing Loss in the Developing World. Ear, Nose & Throat Journal 100:3_suppl, pages 259S-262S.
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Gemma A. Bernes, Miguel Villodas, Claire D. Coles, Julie A. Kable, Philip A. May, Wendy O. Kalberg, Elizabeth R. Sowell, Kenneth L. Jones, Edward P. Riley & Sarah N. Mattson. (2021) Validity and Reliability of Executive Function Measures in Children With Heavy Prenatal Alcohol Exposure: Correspondence Between Multiple Raters and Laboratory Measures. Alcoholism: Clinical and Experimental Research 45:3, pages 596-607.
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Miriam Kuhn, Courtney Boise, Christine A. Marvin & Lisa L. Knoche. (2021) Challenging Behaviors and Executive Function in Preschool-Aged Children. Infants & Young Children 34:1, pages 46-65.
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Jennifer K. Finders, Megan M. McClelland, G. John Geldhof, David W. Rothwell & Bridget E. Hatfield. (2021) Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills. Early Childhood Research Quarterly 54, pages 72-85.
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Julián Manrique-Niño, Andrés Díaz-Forero, Alberto Velez-van Meerbeke, Sofía Ramírez-Guerrero, Gabriela Florez-Esparza & Claudia Talero-Gutiérrez. (2020) Executive function in down syndrome children in Bogotá, Colombia. Heliyon 6:11, pages e05585.
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Gerda Van Der Veer, Erica Kamphorst, Marja Cantell, Alexander Minnaert & Suzanne Houwen. (2020) Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children. Frontiers in Psychology 11.
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Louise J. Keown, Nike Franke & Christopher M. Triggs. (2020) An Evaluation of a Classroom-Based Intervention to Improve Executive Functions in 4-Year Old Children in New Zealand. Early Childhood Education Journal 48:5, pages 621-631.
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