References
- Amiot, C. E., & Bastian, B. (2015). Toward a psychology of human–animal relations. Psychological Bulletin, 141(1), 6–47. https://doi.org/https://doi.org/10.1037/a0038147
- Anderson, K. L., & Olson, M. R. (2006). The value of a dog in a classroom of children with severe emotional disorders. Anthrozoös, 19(1), 35–49. https://doi.org/https://doi.org/10.2752/089279306785593919
- Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 8(2), 71–82. https://doi.org/https://doi.org/10.1076/chin.8.2.71.8724
- Arnsten, A. F. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10(6), 410–422. https://doi.org/https://doi.org/10.1038/nrn2648
- Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Twenge, J. M. (2005). Social exclusion impairs self-regulation. Journal of Personality and Social Psychology, 88(4), 589. https://doi.org/https://doi.org/10.1037/0022-3514.88.4.589
- Becker, J. L. (2014). Presence of a dog on executive functioning and stress in children with emotional disorders [Unpublished doctoral dissertation]. Fordham University.
- Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/https://doi.org/10.1111/j.1467-8624.2010.01499.x
- Blair, C. (2010). Stress and the development of self-regulation in context. Child Development Perspectives, 4(3), 181–188. https://doi.org/https://doi.org/10.1111/j.1750-8606.2010.00145.x
- Borgi, M., Loliva, D., Cerino, S., Chiarotti, F., Venerosi, A., Bramini, M., Nonnis, E., Marcelli, M., Vinti, C., De Santis, C., & Bisacco, F. (2016). Effectiveness of a standardized equine-assisted therapy program for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(1), 1–9. https://doi.org/https://doi.org/10.1007/s10803-015-2530-6
- Branson, S., Boss, L., Cron, S., & Kang, D. H. (2016). Examining differences between homebound older adult pet owners and non-pet owners in depression, systemic inflammation, and executive function. Anthrozoös, 29(2), 323–334. https://doi.org/https://doi.org/10.1080/08927936.2016.1152764
- Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education & Development, 23(1), 24–36. https://doi.org/https://doi.org/10.1080/10409289.2011.615025
- Ceci, S. J., & Papierno, P. B. (2005). The rhetoric and reality of gap closing: When the “have-nots” gain but the “haves” gain even more. American Psychologist, 60(2), 149. https://doi.org/https://doi.org/10.1037/0003-066X.60.2.149
- Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust. http://files.eric.ed.gov/fulltext/ED496343.pdf
- Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/https://doi.org/10.1037/0033-2909.112.1.155
- Daly, B., & Suggs, S. (2010). Teachers’ experiences with humane education and animals in the elementary classroom: Implications for empathy development. Journal of Moral Education, 39(1), 101–112. https://doi.org/https://doi.org/10.1080/03057240903528733
- Demetriou, A., Kazali, E., Kazi, S., & Spanoudis, G. (2020). Cognition and cognizance in preschool predict school achievement in primary school. Cognitive Development, 54, 100872. https://doi.org/https://doi.org/10.1016/j.cogdev.2020.100872
- Di Lieto, M. C., Pecini, C., Castro, E., Inguaggiato, E., Cecchi, F., Dario, P., Cioni, G., & Sgandurra, G. (2019). Empowering executive functions in 5-and 6-year-old typically developing children through educational robotics: An RCT study. Frontiers in Psychology, 10(3084), https://doi.org/https://doi.org/10.3389/fpsyg.2019.03084
- Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341. https://doi.org/https://doi.org/10.1177/0963721412453722
- Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/https://doi.org/10.1146/annurev-psych-113011-143750
- Diamond, A., & Ling, D. S. (2015). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 1(18), 34–48. https://doi.org/https://doi.org/10.1016/j.dcn.2015.11.005
- Elliott, R. (2003). Executive functions and their disorders: Imaging in clinical neuroscience. British Medical Bulletin, 65(1), 49–59. https://doi.org/https://doi.org/10.1093/bmb/65.1.49
- Endenburg, N., & van Lith, H. A. (2011). The influence of animals on the development of children. The Veterinary Journal, 190(2), 208–214. https://doi.org/https://doi.org/10.1016/j.tvjl.2010.11.020
- Friesen, L. (2010). Exploring animal-assisted programs with children in school and therapeutic contexts. Early Childhood Education Journal, 37(4), 261–267. https://doi.org/https://doi.org/10.1007/s10643-009-0349-5
- Gabriels, R. L., Pan, Z., Dechant, B., Agnew, J. A., Brim, N., & Mesibov, G. (2015). Randomized controlled trial of therapeutic horseback riding in children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 541–549. https://doi.org/https://doi.org/10.1016/j.jaac.2015.04.007
- Gagnon, J., Bouchard, F., Landry, M., Belles-Isles, M., Fortier, M., & Fillion, L. (2004). Implementing a hospital-based animal therapy program for children with cancer: A descriptive study. Canadian Oncology Nursing Journal, 14(4), 217–222. https://doi.org/https://doi.org/10.5737/1181912x144217222
- Gee, N. R., Church, M. T., & Altobelli, C. L. (2010). Preschoolers make fewer errors on an object categorization task in the presence of a dog. Anthrozoös, 23(3), 223–230. https://doi.org/https://doi.org/10.2752/175303710X12750451258896
- Gee, N. R., Crist, E. N., & Carr, D. N. (2010). Preschool children require fewer instructional prompts to perform a memory task in the presence of a dog. Anthrozoös, 23(2), 173–184. https://doi.org/https://doi.org/10.2752/175303710X12682332910051
- Gee, N. R., Friedmann, E., Coglitore, V., Fisk, A., & Stendahl, M. (2015). Does physical contact with a dog or person affect performance of a working memory task? Anthrozoös, 28(3), 483–500. https://doi.org/https://doi.org/10.1080/08927936.2015.1052282
- Gee, N. R., Friedmann, E., Stendahl, M., Fisk, A., & Coglitore, V. (2014). Heart rate variability during a working memory task: Does touching a dog or person affect the response? Anthrozoös, 27(4), 513–528. https://doi.org/https://doi.org/10.1080/08927936.2015.1052282
- Green, C. T., Long, D. L., Green, D., Iosif, A. M., Dixon, J. F., Miller, M. R., Fassbender, C., & Schweitzer, J. B. (2012). Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder? Neurotherapeutics, 9(3), 639–648. https://doi.org/https://doi.org/10.1007/s13311-012-0124-y
- Guo, X., Ohsawa, C., Suzuki, A., & Sekiyama, K. (2018). Improved digit span in children after a 6-week intervention of playing a musical instrument: An exploratory randomized controlled trial. Frontiers in Psychology, 8(2303), 1–9. https://doi.org/https://doi.org/10.3389/fpsyg.2017.02303
- Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174–180. https://doi.org/https://doi.org/10.1016/j.tics.2012.01.006
- Kaminski, M., Pellino, T., & Wish, J. (2002). Play and pets: The physical and emotional impact of child-life and pet therapy on hospitalized children. Children’s Health Care, 31(4), 321–335. https://doi.org/https://doi.org/10.1207/S15326888CHC3104_5
- Krøger, E., Slettebø, Å., & Fossum, M. (2015). Agility activities for children in a municipality in Norway. Journal of Community Health Nursing, 32(1), 53–67. https://doi.org/https://doi.org/10.1080/07370016.2015.992265
- Kruger, K. A., & Serpell, J. A. (2006). Animal-assisted interventions in mental health: Definitions and theoretical foundations. In A. H. Fine (Ed.), Handbook on animal-assisted therapy: Theoretical foundations and guidelines for practice (pp. 33–48). Academic Press.
- Lin, B., Liew, J., & Perez, M. (2019). Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly, 47, 1–8. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.10.004
- Ling, D. S., Kelly, M., & Diamond, A. (2016). Human–animal interaction and the development of executive functions. In L. S. Freund, S. McCune, L. Esposito, N. R. Gee, & P. McCardle (Eds.), The social neuroscience of human–animal interaction (pp. 51–62). American Psychological Association.
- Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I. H. (2001). The differential assessment of children’s attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance. Journal of Child Psychology and Psychiatry, 42(08), 1065–1081. https://doi.org/https://doi.org/10.1017/S0021963001007909
- Marino, L. (2012). Construct validity of animal-assisted therapy and activities: How important is the animal in AAT? Anthrozoös, 25(Suppl.), S139–S151. https://doi.org/https://doi.org/10.2752/175303712X13353430377219
- Mazzocco, M. M., & Kover, S. T. (2007). A longitudinal assessment of executive function skills and their association with math performance. Child Neuropsychology, 13(1), 18–45. https://doi.org/https://doi.org/10.1080/09297040600611346
- McDermott, L. M., & Ebmeier, K. P. (2009). A meta-analysis of depression severity and cognitive function. Journal of Affective Disorders, 119(1), 1–8. https://doi.org/https://doi.org/10.1016/j.jad.2009.04.022
- McNicholas, J., & Collis, G. M. (2000). Dogs as catalysts for social interactions: Robustness of the effect. British Journal of Psychology, 91(1), 61–70. https://doi.org/https://doi.org/10.1348/000712600161673
- Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/https://doi.org/10.1006/cogp.1999.0734
- Nelson, T. D., Nelson, J. M., James, T. D., Clark, C. A., Kidwell, K. M., & Espy, K. A. (2017). Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement. Developmental Psychology, 53(5), 836–844. https://doi.org/https://doi.org/10.1037/dev0000296
- O’Haire, M. (2010). Companion animals and human health: Benefits, challenges, and the road ahead. Journal of Veterinary Behaviour, 5(5), 226–234. https://doi.org/https://doi.org/10.1016/j.jveb.2010.02.002
- Pet Partners. (n.d.). About animal-assisted activities and animal-assisted therapy. https://petpartners.org/learn/terminology/.
- Rajan, V., Gee, N. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2017). Children’s play, self-regulation, and human–animal interaction in early. In N. Gee, A. H. Fine, & P. McCardle (Eds.), How animals help students learn: Research and practice for educators and mental-health professionals (pp. 102–110). Routledge.
- Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What’s working in working memory training? An educational perspective. Educational Psychology Review, 27(4), 617–633. https://doi.org/https://doi.org/10.1007/s10648-015-9314-6
- Rode, C., Robson, R., Purviance, A., Geary, D. C., & Mayr, U. (2014). Is working memory training effective? A study in a school setting. PLoS ONE, 9(8), 1–8. https://doi.org/https://doi.org/10.1371/journal.pone.0104796
- Schuck, S. E., Johnson, H. L., Abdullah, M. M., Stehli, A., Fine, A. H., & Lakes, K. D. (2018). The role of animal assisted intervention on improving self-esteem in children with attention deficit/hyperactivity disorder. Frontiers in Pediatrics, 6(300), 1–9. https://doi.org/https://doi.org/10.3389/fped.2018.00300
- Seeyave, D. M., Coleman, S., Appugliese, D., Corwyn, R. F., Bradley, R. H., Davidson, N. S., Kaciroti, N., & Lumeng, J. C. (2009). Ability to delay gratification at age 4 years and risk of overweight at age 11 years. Archives of Pediatrics & Adolescent Medicine, 163(4), 303–308. https://doi.org/https://doi.org/10.1001/archpediatrics.2009.12
- Shaywitz, B. A., Holford, T. R., Holahan, J. M., Fletcher, J. M., Stuebing, K. K., Francis, D. J., & Shaywitz, S. E. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly, 1(4), 894–906. https://doi.org/https://doi.org/10.2307/748203
- Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), 628–654. https://doi.org/https://doi.org/10.1037/a0028228
- 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(4), 745–759. https://doi.org/https://doi.org/10.1080/17470210500162854
- Tsai, C. C., Friedmann, E., & Thomas, S. A. (2010). The effect of animal-assisted therapy on stress responses in hospitalized children. Anthrozoös, 23(3), 245–258. https://doi.org/https://doi.org/10.2752/175303710X12750451258977
- Wechsler, D. (2003). Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Psychological Corporation.
- Willoughby, M. T., Magnus, B., Vernon-Feagans, L., Blair, C. B., & Family Life Project Investigators. (2017). Developmental delays in executive function from 3 to 5 years of age predict kindergarten academic readiness. Journal of Learning Disabilities, 50(4), 359–372. https://doi.org/https://doi.org/10.1177/0022219415619754
- Wohlfarth, R., Mutschler, B., Beetz, A., Kreuser, F., & Korsten-Reck, U. (2013). Dogs motivate obese children for physical activity: Key elements of a motivational theory of animal-assisted interventions. Frontiers in Psychology, 4(796), 1–7. https://doi.org/https://doi.org/10.3389/fpsyg.2013.00796