Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior

References

• Acock, A. (2012). What to do about missing values. In H. Cooper (Ed.), APA handbook of research methods in psychology (pp. 27–50). Washington, DC: American Psychological Association.
   Google Scholar
• Adolph, K. (2005). Learning to learn in the development of action. In J. J. Rieser, J. J. Lockman, & C. A. Nelson (Eds.), Action as an organizer of learning and development (pp. 91–122). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Becker, D. R., Miao, A., Duncan, R. J., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29, 411–424. doi:10.1016/j.ecresq.2014.04.014.
   Web of Science ®Google Scholar
• Blair, C., & Raver, C. C. (2012). Child development in the context of adversity: Experiential canalization of brain and behavior. American Psychologist, 67, 309–318. doi:10.1037/a0027493.
   PubMed Web of Science ®Google Scholar
• Bulotsky-Shearer, R., Dominguez, X., Bell, E., Rouse, H., & Fantuzzo, J. (2010). Relations between behavior problems in classroom social and learning situations and peer social competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18, 195–210. doi:10.1177/1063426609351172.
   Web of Science ®Google Scholar
• Cameron Ponitz, C., McClelland, M., Matthews, J., & Morrison, F. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. doi:10.1037/a0015365.
   PubMed Web of Science ®Google Scholar
• Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills' relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology, 174, 514–533. doi:10.1080/00221325.2012.717122.
   PubMed Web of Science ®Google Scholar
• Denham, S. A., & Brown, C. (2010). ‘Plays nice with others’: Social–emotional learning and academic success. Early Education & Development, 21, 652–680.
   Web of Science ®Google Scholar
• Folio, M., & Fewell, R. (2000). Developmental Motor Scales (2nd ed.). San Antonio, TX: Pearson.
   Google Scholar
• Gresham, F., & Elliott, S. (2008). Social Skills Improvement System Rating Scales. Minneapolis, MN: Pearson.
   Google Scholar
• Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press.
   Google Scholar
• Larsson, H., Viding, E., Rijsdijk, F., & Plomin, R. (2008). Relationships between parental negativity and childhood antisocial behavior over time: A bidirectional effects model in a longitudinal genetically informative design. Journal of Abnormal Child Psychology, 36, 633–645. doi:10.1007/s10802-007-9151-2.
   PubMed Web of Science ®Google Scholar
• Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In W.Damon & R. M.Lerner (Series Eds.), & R. M.Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 1–17). Hoboken, NJ: Wiley.
   Google Scholar
• Lewis, M. D., & Todd, R. M. (2007). The self-regulating brain: Cortical-subcortical feedback and the development of intelligent action. Cognitive Development, 22, 406–430.
   Web of Science ®Google Scholar
• MacDonald, M., Lord, C., & Ulrich, D. (2013). The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder. Adapted Physical Activity Quarterly, 30, 271–282.
   PubMed Web of Science ®Google Scholar
• MacDonald, M., Lord, C., & Ulrich, D. (2014). Motor skills and calibrated autism severity in young children with autism spectrum disorder. Adapted Physical Activity Quarterly, 31, 95–105. doi:10.1123/apaq.2013.0068.
   PubMed Web of Science ®Google Scholar
• McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. doi:10/1016/j.ecresq.2012.07.008.
   PubMed Web of Science ®Google Scholar
• McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6, 136–142. doi:10.1111/j.1750-8606.2011.00191.x.
   Web of Science ®Google Scholar
• McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R., Acock, A., Miao, A., & Pratt, M. (2014). Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders task. Frontiers in Psychology, 5, 599. doi:10.3389/fpsyg.2014.00599.
   PubMed Web of Science ®Google Scholar
• McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18, 206–224.
   Web of Science ®Google Scholar
• McWayne, C., & Cheung, K. (2009). A picture of strength: Preschool competencies mediate the effect of early behavior problems on later academic and social adjustment for Head Start children. Journal of Applied Developmental Psychology, 30, 273–285. doi:10.1016/j.appdev.2008.12.014.
   Web of Science ®Google Scholar
• Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693–2698. doi:10.1073/pnas.1010076108.
   PubMed Web of Science ®Google Scholar
• Pagani, L. S., & Messier, S. (2012). Links between motor skills and indicators of school readiness at kindergarten entry in urban disadvantaged children. Journal of Educational and Developmental Psychology, 2, 95–107. doi:10.5539/jedp.v2n1p95.
   Google Scholar
• Roebers, C. M., Rothlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Jager, K. (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, 284–297. doi:10.1016/j.humov.2013.08.011.
   PubMed Web of Science ®Google Scholar
• Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2004). Attentional control and self-regulation. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 283–300). New York, NY: Guilford.
   Google Scholar
• Schafer, J., & Graham, J. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177. doi:10.1037/1082-989X.7.2.147.
   PubMed Web of Science ®Google Scholar
• Sektnan, M., McClelland, M., Acock, A., & Morrison, F. (2010). Relations between early family risk, children's behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25, 464–479. doi:10.1016/j.ecresq.2010.02.005.
   PubMed Web of Science ®Google Scholar
• Sheese, B. E., Rothbart, M. K., Posner, M. I., White, L. K., & Fraundorf, S. H. (2008). Executive attention and self-regulation in infancy. Infant Behavior & Development, 31, 501–510. doi:10.1016/j.infbeh.2008.02.001.
   PubMed Web of Science ®Google Scholar
• St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 745–759. doi:10.1080/17470210500162854.
   PubMed Web of Science ®Google Scholar
• StataCorp. (2013). Stata Statistical Software: Release 13. College Station, TX: Author.
   Google Scholar
• Verdine, B., Irwin, C., Michnick Golinkoff, R., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37–51. doi:10.1016/j.jecp.2014.02.012.
   PubMed Web of Science ®Google Scholar
• Wanless, S. B., McClelland, M., Lan, X., Son, S., Cameron, C., & Morrison, F. (2013). Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28, 621–633. doi:10.1016/j.ecresq.2013.04.002.
   Web of Science ®Google Scholar
• Westendorp, M., Houwen, S., Hartman, E., Mombarg, R., Smith, J., & Visscher, C. (2014). Effect of a ball intervention on children's ball skills and cognitive functions. Medicine & Science in Sports & Exercise, 46, 414–422. doi:10.1249/MSS.0b013e3182a532b3.
   PubMed Web of Science ®Google Scholar
• Whittaker, J., & Harden, B. (2010). Teacher–child relationships and children's externalizing behaviors in Head Start. NHSA Dialog, 13, 141–167. doi:10.1080/15240754.2010.492359.
   Google Scholar
• Zhu, W. (2012). Sadly, the earth is still round (p <  0.05). Journal of Sport and Health Science, 1, 9–11. doi:10.1016/j.jshs.2012.02.002.
   Web of Science ®Google Scholar