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Sarah Loher, SimoneT. Fatzer & ClaudiaM. Roebers. (2014) Executive Functions After Pediatric Mild Traumatic Brain Injury: A Prospective Short-Term Longitudinal Study. Applied Neuropsychology: Child 3:2, pages 103-114.
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Simone
Tabea Fatzer & Claudia
Maria Roebers. (2012) Language and Executive Functions: The Effect of Articulatory Suppression on Executive Functioning in Children. Journal of Cognition and Development 13:4, pages 454-472.
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Articles from other publishers (46)
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Charlotte Dignath, Reyn van Ewijk, Franziska Perels & Sabine Fabriz. (2023) Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring. Educational Psychology Review 35:2.
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Carolynn E. McElroy, Caroline M. Kelsey, Janine Oostenbroek & Amrisha Vaish. (2023) Beyond accidents: Young children’s forgiveness of third-party intentional transgressors. Journal of Experimental Child Psychology 228, pages 105607.
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Mirela Dubravac & Beat Meier. (2023) Overshooting cognitive control adjustments in older age: Evidence from conflict- and error-related slowing in the Stroop, Simon, and flanker tasks. Acta Psychologica 234, pages 103874.
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Ebru Ger & Claudia Roebers. (2023) Hearts, flowers, and fruits: All children need to reveal their post-error slowing. Journal of Experimental Child Psychology 226, pages 105552.
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Nadine Poltz, Sabine Quandte, Juliane Kohn, Karin Kucian, Anne Wyschkon, Michael von Aster & Günter Esser. (2022) Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School. Brain Sciences 12:3, pages 313.
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Sarah Jo Torgrimson, Patricia Z. Tan & Jennie K. Grammer. (2021) Associations among response inhibition, motivational beliefs, and task persistence in early elementary school. Journal of Experimental Child Psychology 208, pages 105141.
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Réka Borbás, Lynn V. Fehlbaum, Ursula Rudin, Christina Stadler & Nora M. Raschle. (2021) Neural correlates of theory of mind in children and adults using CAToon: Introducing an open-source child-friendly neuroimaging task. Developmental Cognitive Neuroscience 49, pages 100959.
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Barbara Arfé, Tullio Vardanega & Lucia Ronconi. (2020) The effects of coding on children's planning and inhibition skills. Computers & Education 148, pages 103807.
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Caroline de Oliveira Cardoso, Alessandra Gotuzo Seabra, Cristiano Mauro Assis Gomes & Rochele Paz Fonseca. (2019) Program for the Neuropsychological Stimulation of Cognition in Students: Impact, Effectiveness, and Transfer Effects on Student Cognitive Performance. Frontiers in Psychology 10.
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Stefanie Simanowski & Kristin Krajewski. (2017) Specific Preschool Executive Functions Predict Unique Aspects of Mathematics Development: A 3‐Year Longitudinal Study. Child Development 90:2, pages 544-561.
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Johannes M. Meixner, Greta J. Warner, Nele Lensing, Ulrich Schiefele & Birgit Elsner. (2019) The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis. Early Childhood Research Quarterly 46, pages 62-74.
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Jihyun Sung & Kandauda A.S. Wickrama. (2018) Longitudinal relationship between early academic achievement and executive function: Mediating role of approaches to learning. Contemporary Educational Psychology 54, pages 171-183.
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Yong Seon Moon & Kim Eun Young. (2018) Effectiveness of Performance-Basic Executive Function Group Program for Preschool Children With Cerebral Palsy. Journal of Korean Society of Occupational Therapy 26:2, pages 17-31.
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Minna R.K. Törmänen & Claudia M. Roebers. (2018) Developmental outcomes of children in classes for special educational needs: results from a longitudinal study. Journal of Research in Special Educational Needs 18:2, pages 83-93.
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Loren Vandenbroucke, Karine Verschueren, Annemie Desoete, Pirjo Aunio, Pol Ghesquière & Dieter Baeyens. (2018) Crossing the bridge to elementary school: The development of children’s working memory components in relation to teacher-student relationships and academic achievement. Early Childhood Research Quarterly 42, pages 1-10.
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Garvin Brod, Silvia A. Bunge & Yee Lee Shing. (2017) Does One Year of Schooling Improve Children’s Cognitive Control and Alter Associated Brain Activation?. Psychological Science 28:7, pages 967-978.
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Loren Vandenbroucke, Karine Verschueren & Dieter Baeyens. (2017) The development of executive functioning across the transition to first grade and its predictive value for academic achievement. Learning and Instruction 49, pages 103-112.
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Grzegorz Sedek, Izabela Krejtz, Klara Rydzewska, Radoslaw Kaczan & Piotr Rycielski. (2016) Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence. Polish Psychological Bulletin 47:1, pages 103-111.
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Karoline Groppe & Birgit Elsner. (2015) The influence of hot and cool executive function on the development of eating styles related to overweight in children. Appetite 87, pages 127-136.
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Karoline Groppe & Birgit Elsner. (2014) Executive function and food approach behavior in middle childhood. Frontiers in Psychology 5.
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Claudia M. Roebers, Marianne Röthlisberger, Regula Neuenschwander, Patrizia Cimeli, Eva Michel & Katja Jäger. (2014) The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach. Human Movement Science 33, pages 284-297.
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Regula Neuenschwander, Patrizia Cimeli, Marianne Röthlisberger & Claudia M. Roebers. (2013) Personality factors in elementary school children: Contributions to academic performance over and above executive functions?. Learning and Individual Differences 25, pages 118-125.
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Regula Neuenschwander, Marianne Röthlisberger, Patrizia Cimeli & Claudia M. Roebers. (2012) How do different aspects of self-regulation predict successful adaptation to school?. Journal of Experimental Child Psychology 113:3, pages 353-371.
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