Executive Functions at the start of kindergarten: are they good predictors of academic performance at the end of year one? A longitudinal study / Las Funciones Ejecutivas al inicio de kínder, ¿son buenas predictoras del desempeño académico al finalizar primer grado?: un estudio longitudinal

References / Referencias

• Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20–29. doi:10.1016/j.jecp.2009.11.003
   PubMed Web of Science ®Google Scholar
• Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21, 327–336. doi:10.1016/j.lindif.2011.01.007
   PubMed Web of Science ®Google Scholar
• Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. doi:10.1146/annurev-psych-010814-015221
   PubMed Web of Science ®Google Scholar
• Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. doi:10.1111/j.1467-8624.2007.01019.x
   PubMed Web of Science ®Google Scholar
• Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205–228. doi:10.1080/87565640801982312
   PubMed Web of Science ®Google Scholar
• Carlson, S. M., Faja, S., & Beck, D. M. (2016). Incorporating early development into measurement of executive function: The need for a continuum of measueres across development. In J. Griffin, P. McCardle, & L. Freund (Eds.), Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (1st ed.)(pp. 45–64). Washington, DC: APA.
   Google Scholar
• Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037–2078. doi:10.1016/j.neuropsychologia.2006.02.006
   PubMed Web of Science ®Google Scholar
• Denckla, M. B., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters, and numbers by normal children. Cortex, 10, 186–202. doi:10.1016/S0010-9452(74)80009-2
   PubMedGoogle Scholar
• Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21, 335–341. doi:10.1177/0963721412453722
   PubMed Web of Science ®Google Scholar
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. doi:10.1146/annurev-psych-113011-143750
   PubMed Web of Science ®Google Scholar
• Diamond, A. (2014). Executive functions. Annual Review of Clinical Psychology, 64, 135–168. doi:10.1146/annurev-psych-113011-143750.Executive
   Google Scholar
• Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In J. Griffin, P. McCardle, & L. Freund (Eds.), Executive function in preschool age children: Integrating measurement, neurodevelopment and translational research. (pp. 11–43) Washington, DC: American Psychological Association.
   Google Scholar
• Espy, K. A., & Cwik, M. F. (2004). The development of a trial making test in young children: The TRAILS-P. The Clinical Neuropsychologist, 18, 411–422. doi:10.1080/138540409052416
   PubMed Web of Science ®Google Scholar
• Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. The British Journal of Educational Psychology, 70(Pt 2), 177–194. doi:10.1037//0022-0663.92.2.377
   PubMed Web of Science ®Google Scholar
• Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2012). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105, 162–175. doi:10.1037/a0029285
   Web of Science ®Google Scholar
• McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959. doi:10.1037/0012-1649.43.4.947
   PubMed Web of Science ®Google Scholar
• Miller, G. (1956). The magical number 7, plus or minus 2 - Some limits on our capacity for processing information. Psychological Review, 63, 81–97. doi:10.1037/h0043158
   PubMed Web of Science ®Google Scholar
• Miller, M., & Hinshaw, S. P. (2010). Does childhood executive function predict adolescent functional outcomes in girls with ADHD? Journal of Abnormal Child Psychology, 38, 315–326. doi:10.1007/s10802-009-9369-2
   PubMed Web of Science ®Google Scholar
• Mischel, W., Ebbesen, E. B., & Raskoff Zeiss, A. (1972). Cognitive and attentional mechanisms in delay of gratification. Journal of Personality and Social Psychology, 21, 204–218. doi:10.1037/h0032198
   PubMed Web of Science ®Google Scholar
• Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21, 8–14. doi:10.1177/0963721411429458
   PubMed Web of Science ®Google Scholar
• Monette, S., Bigras, M., & Guay, M.-C. (2011). The role of the executive functions in school achievement at the end of Grade 1. Journal of Experimental Child Psychology, 109, 158–173. doi:10.1016/j.jecp.2011.01.008
   PubMed Web of Science ®Google Scholar
• Muñoz-Sandoval, A. F., Woodcock, R. W., McGrew, K. S., & Mather, N. (2005). Batería III Woodcock-Muñoz. Itasca, IL: Riverside Publishing.
   Google Scholar
• Nelson, J. M., James, T. D., Chevalier, N., Clark, C., & Espy, K. A. (2016). Structure, measurement and development of preschool executive function. In J. Griffin, P. McCardle, & L. Freund (Eds.), Executive function in preeschool-age children (1st ed.). (pp. 65–89) Washington, DC: APA.
   Google Scholar
• Ramírez, V., & Rosas, R. (2007). Test de inteligencia para niños de Wechsler WISC-III, versión chilena. (E. UC., Ed.). Santiago de Chile: Ediciones UC.
   Google Scholar
• St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59, 745–759. doi:10.1080/17470210500162854
   PubMed Web of Science ®Google Scholar
• Tenorio, M., Arango, P., Aparicio, A., & Rosas, R. (2014). TENI: A comprehensive battery for cognitive assessment based on games and technology. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 22, 1–16. doi:10.1080/09297049.2014.977241
   PubMed Web of Science ®Google Scholar
• van der Sluis, S., de Jong, P. F., & van der Leij, A. (2007). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35, 427–449. doi:10.1016/j.intell.2006.09.001
   Web of Science ®Google Scholar
• Waber, D., Gerber, E., Turcios, V. E., Wagner, E., & Forbes, P. (2006). Executive functions and performance on high- Stakes testing in children from urban schools. Developmental Neuropsychology, 29, 459–477. doi:10.1207/s15326942dn2903
   PubMed Web of Science ®Google Scholar
• Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44, 575–587. doi:10.1037/0012-1649.44.2.575
   PubMed Web of Science ®Google Scholar
• Zelazo, P. D., & Müller, U. (2011). Executive function in typical and atypical development. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (pp. 574–603) Malden, MA: John Wiley & Sons Ltda.
   Google Scholar