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Zhilong Xie & Xiaying Chu. (2023) Bilingual effect: the influence of L2 reading proficiency on cognitive control differences among young adult Chinese-English bilinguals. Journal of Cognitive Psychology 35:2, pages 125-141.
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Erin R. Baker, Rong Huang, Qingyang Liu & Carmela Battista. (2021) Children’s Poverty Exposure and Hot and Cool Executive Functions: Differential Impacts of Parental Financial Strain. Journal of Cognition and Development 22:1, pages 1-21.
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Matthew A. Lapierre. (2019) Advertising Literacy and Executive Function: Testing Their Influence on Children’s Consumer Behavior. Media Psychology 22:1, pages 39-59.
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David E. Ferrier, Samantha P. Karalus, Susanne A. Denham & Hideko H. Bassett. (2018) Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality. Early Child Development and Care 188:7, pages 966-979.
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Melissa Orkin, Sidney May & Maryanne Wolf. (2017) How Parental Support During Homework Contributes to Helpless Behaviors Among Struggling Readers. Reading Psychology 38:5, pages 506-541.
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Lee A. Annotti & Hedwig Teglasi. (2017) Functioning in the Real World: Using Storytelling to Improve Validity in the Assessment of Executive Functions. Journal of Personality Assessment 99:3, pages 254-264.
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Allyson M. Schumacher, Alison L. Miller, Sarah E. Watamura, Salome Kurth, Jonathan M. Lassonde & Monique K. LeBourgeois. (2017) Sleep Moderates the Association Between Response Inhibition and Self-Regulation in Early Childhood. Journal of Clinical Child & Adolescent Psychology 46:2, pages 222-235.
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Viktor Granvald & Carin Marciszko. (2016) Relations between key executive functions and aggression in childhood. Child Neuropsychology 22:5, pages 537-555.
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Nancy M. Garon, Claire Piccinin & Isabel M. Smith. (2016) Does the BRIEF-P Predict Specific Executive Function Components in Preschoolers?. Applied Neuropsychology: Child 5:2, pages 110-118.
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Natalie L. Bohlmann & Jason T. Downer. (2016) Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills. Early Education and Development 27:1, pages 18-37.
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Hillary H. Bush, Abbey Eisenhower, Margaret Briggs-Gowan & Alice S. Carter. (2015) Feasibility and validity of the structured attention module among economically disadvantaged preschool-age children. Child Neuropsychology 21:2, pages 167-190.
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Sara A. Schmitt, Megan E. Pratt & Megan M. McClelland. (2014) Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement. Early Education and Development 25:5, pages 641-660.
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Nathaniel Kendall-Taylor, Michael Erard & Abigail Haydon. (2013) The Use of Metaphor as a Science Communication Tool: Air Traffic Control for Your Brain. Journal of Applied Communication Research 41:4, pages 412-433.
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Lisa A. Daunhauer & Deborah J. Fidler. (2011) The Down Syndrome Behavioral Phenotype: Implications for Practice and Research in Occupational Therapy. Occupational Therapy In Health Care 25:1, pages 7-25.
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ThomasC. Lorsbach & JasonF. Reimer. (2010) Developmental Differences in Cognitive Control: Goal Representation and Maintenance During a Continuous Performance Task. Journal of Cognition and Development 11:2, pages 185-216.
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