Performance-based neuropsychological assessment tools for executive function among preschoolers in China: A systematic review

References

• *References with an asterisk represent the literature included in this systematic review.
   Google Scholar
• Ailion, A. S., King, T. Z., Roberts, S. R., Tang, B., Turner, J. A., Conway, C. M., & Crosson, B. (2020). Double dissociation of auditory attention span and visual attention in long-term survivors of childhood cerebellar tumor: A deterministic tractography study of the cerebellar-frontal and the superior longitudinal fasciculus pathways. Journal of the International Neuropsychological Society: JINS, 26(10), 939–953. https://doi.org/10.1017/S1355617720000417
   PubMed Web of Science ®Google Scholar
• Akshoomoff, N., Brown, T. T., Bakeman, R., & Hagler, D. J., Jr. (2018). Developmental differentiation of executive functions on the NIH Toolbox Cognition Battery. Neuropsychology, 32(7), 777–783. https://doi.org/10.1037/neu0000476
   PubMed Web of Science ®Google Scholar
• Anderson, P. J., & Reidy, N. (2012). Assessing executive function in preschoolers. Neuropsychology Review, 22(4), 345–360. https://doi.org/10.1007/s11065-012-9220-3
   PubMed Web of Science ®Google Scholar
• Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485–493. https://doi.org/10.1037/0894-4105.8.4.485
   Google Scholar
• Baggetta, P., & Alexander, P. A. (2016). Conceptualization and operationalization of executive function. Mind, Brain, and Education, 10(1), 10–33. https://doi.org/10.1111/mbe.12100
   Web of Science ®Google Scholar
• *Bai, L. [柏李一], Wang, Y. [王营], Guo, T. [郭甜甜], Li, J. [李俊发], Ni, G. [倪国新], & Luo, Y. [罗艳琳] (2020). 学龄前化脓性脑膜炎儿童注意抑制功能与多动倾向的相关性研究 [Corelation betwen hyperactivity tendency and atentional inhibition function in preschol children with purulent meningitis]. 中国儿童保健杂志 [Chinese Journal of Child Health Care], 28(9), 1021–1024. https://kns.cnki.net/kcms/detail/61.1346.R.20200116.0924.010.html
   Google Scholar
• Banaschewski, T., Becker, K., Döpfner, M., Holtmann, M., Rösler, M., & Romanos, M. (2017). Attention-deficit/hyperactivity disorder: A current overview. Deutsches Arzteblatt International, 114(9), 149–159. https://doi.org/10.3238/arztebl.2017.0149
   PubMed Web of Science ®Google Scholar
• Baptista, J., Osório, A., Martins, E. C., Verissimo, M., & Martins, C. (2016). Does social–behavioral adjustment mediate the relation between executive function and academic readiness? Journal of Applied Developmental Psychology, 46, 22–30. https://doi.org/10.1016/j.appdev.2016.05.004
   Web of Science ®Google Scholar
• Bell, M. A., & Cuevas, K. (2016). Psychobiology of executive function in early development. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (pp. 157–179). American Psychological Association. https://doi.org/10.1037/14797-008
   Google Scholar
• Biederman, J., Monuteaux, M. C., Doyle, A. E., Seidman, L. J., Wilens, T. E., Ferrero, F., Morgan, C. L., & Faraone, S. V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of Consulting and Clinical Psychology, 72(5), 757–766. https://doi.org/10.1037/0022-006X.72.5.757
   PubMed Web of Science ®Google Scholar
• Bolger, D. J., Perfetti, C. A., & Schneider, W. (2005). Cross‐cultural effect on the brain revisited: Universal structures plus writing system variation. Human Brain Mapping, 25(1), 92–104. https://doi.org/10.1002/hbm.20124
   PubMed Web of Science ®Google Scholar
• Branford, J. D., & Stein, B. S. (1984). The IDEAL problem solver: A guide for improving thinking, learning, and creativity. Freeman.
   Google Scholar
• Brooks, B. L., Sherman, E. M., & Strauss, E. (2009). NEPSY-II: A developmental neuropsychological assessment. Child Neuropsychology, 16(1), 80–101. https://doi.org/10.1080/09297040903146966
   Web of Science ®Google Scholar
• Cai, D. [蔡丹], Deng, C. [邓赐平], & Li, Q. [李其维] (2010). 认知评估系统对中国学前儿童的适用性探究 [Adaptation research of DN-cognitive assessment system in Chinese children]. 中国临床心理学杂志 [Chinese Journal of Clinical Psychology], 18(03), 314–316. https://doi.org/10.16128/j.cnki.1005-3611.2010.03.016
   Google Scholar
• *Cao, B. [曹碧华], Zhang, P. [张平], Li, H. [李红], Tang, Y. [唐艳], & Li, F. [李富洪] (2019). 不同认知卷入程度分心活动对幼儿延迟满足的影响 [Influence of the distraction activity by increasing cognitive involvement on delay of gratification]. 学前教育研究 [Studies in Preschool Education], (9), 37–47. https://doi.org/10.13861/j.cnki.sece.2019.09.004
   Google Scholar
• *Cao, X. [曹晓君], Chen, X. [陈旭], Liu, Q. [刘庆英], & Luo, L. [罗乐] (2012). 3∼5岁幼儿暗示感受性与压力的关系:抑制性控制的调节效应 [Preschool-age children’s suggestibility under pressure: Moderating effects of inhibitory control]. 心理发展与教育 [Psychological Development and Education], 28(04), 353–361. https://doi.org/10.16187/j.cnki.issn1001-4918.2012.04.008
   Google Scholar
• Carlson, S. M., Zelazo, P. D., & Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), The Oxford handbook of developmental psychology: Body and mind (Vol. 1, pp. 706–743). Oxford University Press.
   Google Scholar
• *Carstensen, A., Zhang, J., Heyman, G. D., Fu, G., Lee, K., & Walker, C. M. (2019). Context shapes early diversity in abstract thought. Proceedings of the National Academy of Sciences of the United States of America, 116(28), 13891–13896. https://doi.org/10.1073/pnas.1818365116
   PubMed Web of Science ®Google Scholar
• Casaletto, K. B., & Heaton, R. K. (2017). Neuropsychological assessment: Past and future. Journal of the International Neuropsychological Society : JINS, 23(9–10), 778–790. https://doi.org/10.1017/S1355617717001060
   PubMed Web of Science ®Google Scholar
• Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of Clinical Neuropsychology : The Official Journal of the National Academy of Neuropsychologists, 23(2), 201–216. https://doi.org/10.1016/j.acn.2007.08.010
   PubMed Web of Science ®Google Scholar
• Chen, M., Huang, Y., Tang, Z., Lu, D., Liu, H., & Ma, L. (2014). The provincial pattern of the relationship between urbanization and economic development in China. Journal of Geographical Sciences, 24(1), 33–45. https://doi.org/10.1007/s11442-014-1071-9
   Web of Science ®Google Scholar
• Chen, G. [陈国鹏], & Li, D. [李丹] (1994). 麦卡锡儿童智能量表的修订 [The revision of the Chinese norm of McCarthy scale of children’s abilities]. 中国临床心理学杂志 [Chinese Journal of Clinical Psychology], 2(3), 135–140.
   Google Scholar
• *Chen, L. [陈丽斐], Qin, Y. [覃银莹], Li, C. [李春来], & Xie, Y. [谢玉波] (2021). 全身麻醉下进行手术治疗的婴幼儿的大脑发育影响因素分析 [Analysis of factors influencing the brain development in infants received operation under general anesthesia]. 广西医科大学学报 [Journal of Guangxi Medical University], 38(11), 2158–2162. https://doi.org/10.16190/j.cnki.45-1211/r.2021.11.023
   Google Scholar
• Chen, X., Rubin, K., Liu, M., Chen, H., Wang, L., Li, D., Gao, X., Cen, G., Gu, H., & Li, B. (2003). Compliance in Chinese and Canadian toddlers: A cross-cultural study. International Journal of Behavioral Development, 27(5), 428–436. https://doi.org/10.1080/01650250344000046
   Web of Science ®Google Scholar
• *Cheng, Y. [程阳春], Zhou, X. [周欣], & Lyu, X. [吕雪] (2019). 工作记忆对儿童早期数学能力发展的影响研究 [The influence of working memory on the development of children’s early mathematical ability]. 教育学术月刊 [Education Research Monthly], 36(4), 21–29 + 54. https://doi.org/10.16477/j.cnki.issn1674-2311.2019.04.003
   Google Scholar
• *Cheung, S. K., & Chan, W. W. L. (2022). The roles of different executive functioning skills in young children’s mental computation and applied mathematical problem‐solving. British Journal of Developmental Psychology, 40(1), 151–169. https://doi.org/10.1111/bjdp.12396
   PubMed Web of Science ®Google Scholar
• *Chien, H. Y. (2019). Effects of two teaching strategies on preschoolers’ oral language skills: Repeated read-aloud with question and answer teaching embedded and repeated read-aloud with executive function activities embedded. Frontiers in Psychology, 10, 2932. https://doi.org/10.3389/fpsyg.2019.02932
   PubMed Web of Science ®Google Scholar
• *Chu, C. Y., & Minai, U. (2018). Children’s demonstrative comprehension and the role of non-linguistic cognitive abilities: A cross-linguistic study. Journal of Psycholinguistic Research, 47(6), 1343–1368. https://doi.org/10.1007/s10936-018-9565-8
   PubMed Web of Science ®Google Scholar
• *Chung, K. K. H., & McBride-Chang, C. (2011). Executive functioning skills uniquely predict Chinese word reading. Journal of Educational Psychology, 103(4), 909–921. https://doi.org/10.1037/a0024744
   Web of Science ®Google Scholar
• Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284
   Google Scholar
• Clark, S. V., Semmel, E. S., Aleksonis, H. A., Steinberg, S. N., & King, T. Z. (2021). Cerebellar-subcortical-cortical systems as modulators of cognitive functions. Neuropsychology Review, 31(3), 422–446. https://doi.org/10.1007/s11065-020-09465-1
   PubMed Web of Science ®Google Scholar
• Corsi, P. (1972) Memory and the Medial Temporal Region of the Brain. Unpublished PhD thesis. McGill University Corsi PM. Human memory and the medial temporal region of the brain. Dissertation Abstracts International 1972;34:819B.
   Google Scholar
• *Cui, J. [崔金奇] (2009). 4∼6岁幼儿执行功能发展研究 [Research on executive function development of 4-6-year-old children]. 中华行为医学与脑科学杂志 [Chinese Journal of Behavioral Medicine and Brain Science], 18(10), 945–946.
   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(11), 2037–2078. https://doi.org/10.1016/j.neuropsychologia.2006.02.006
   PubMed Web of Science ®Google Scholar
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
   PubMed Web of Science ®Google Scholar
• Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, N.Y.), 318(5855), 1387–1388. https://doi.org/10.1126/science.1151148
   PubMed Web of Science ®Google Scholar
• *Ding, N., Frohnwieser, A., Miller, R., & Clayton, N. S. (2021). Waiting for the better reward: Comparison of delay of gratification in young children across two cultures. PloS One, 16(9), e0256966. https://doi.org/10.1371/journal.pone.0256966
   PubMed Web of Science ®Google Scholar
• *Ding, X. [丁雪辰], Sang, B [桑标], & Pan, T. [潘婷婷] (2017). 幼儿选择性信任与心理理论和执行功能的关联:来自追踪研究的证据 [Relations between selective trust, theory of mind, and executive function in preschoolers: Evidence from longitudinal study]. 心理科学 [Journal of Psychological Science], 40(5), 1129–1135.
   Google Scholar
• Doebel, S. (2020). Rethinking executive function and its development. Perspectives on Psychological Science : A Journal of the Association for Psychological Science, 15(4), 942–956. https://doi.org/10.1177/1745691620904771
   PubMedGoogle Scholar
• *Duh, S., Paik, J. H., Miller, P. H., Gluck, S. C., Li, H., & Himelfarb, I. (2016). Theory of mind and executive function in Chinese preschool children. Developmental Psychology, 52(4), 582–591. https://doi.org/10.1037/a0040068
   PubMed Web of Science ®Google Scholar
• Elliott, C. D., Salerno, J. D., Dumont, R., & Willis, J. O. (2007). Differential ability scales Second edition. San Antonio, TX: Harcourt Assessment.
   Google Scholar
• Eriksen, B. A., & Eriksen, C. W. (1974). Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception & psychophysics, 16(1), 143–149. https://doi.org/10.3758/BF03203267
   Web of Science ®Google Scholar
• *Fang, Y., Wang, J., Zhang, Y., & Qin, J. (2017). The relationship of motor coordination, visual perception, and executive function to the development of 4-6-year-old Chinese preschoolers’ visual motor integration skills. BioMed Research International, 2017, 6264254. https://doi.org/10.1155/2017/6264254
   PubMed Web of Science ®Google Scholar
• Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2010). Uncoupling of reading and IQ over time: Empirical evidence for a definition of dyslexia. Psychological Science, 21(1), 93–101. https://doi.org/10.1177/0956797609354084
   PubMed Web of Science ®Google Scholar
• Fiske, A., & Holmboe, K. (2019). Neural substrates of early executive function development. Developmental Review : DR, 52, 42–62. https://doi.org/10.1016/j.dr.2019.100866
   PubMed Web of Science ®Google Scholar
• *Fong, C. Y. C., & Chung, P. Y. (2020). The role of orthographic flexibility in Chinese word reading among kindergarten children. Educational Psychology, 40(7), 804–819. https://doi.org/10.1080/01443410.2020.1716953
   Web of Science ®Google Scholar
• Fox, N. A., Henderson, H. A., Marshall, P. J., Nichols, K. E., & Ghera, M. M. (2005). Behavioral inhibition: Linking biology and behavior within a developmental framework. Annual Review of Psychology, 56, 235–262. https://doi.org/10.1146/annurev.psych.55.090902.141532
   PubMed Web of Science ®Google Scholar
• Freitas, L. L., Cardoso, T. S., Argollo, N., & Mello, C. B. (2022). Socioeconomic status, urbanization and executive functions development: Differences between urban and rural children. Psicologia: Teoria e Pesquisa, 38, e38220. https://doi.org/10.1590/0102.3772e38220.en
   Google Scholar
• Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10(4), 483–527. https://doi.org/10.1016/0885-2014(95)90024-1
   Web of Science ®Google Scholar
• *Fung, W. K., & Chung, K. K. H. (2020). The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children. Reading and Writing, 33(2), 377–397. https://doi.org/10.1007/s11145-019-09967-2
   Web of Science ®Google Scholar
• *Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020a). Executive functioning and word reading in Hong Kong Chinese children: A 1-year longitudinal perspective. Journal of Research in Reading, 43(3), 382–393. https://doi.org/10.1111/1467-9817.12302
   Web of Science ®Google Scholar
• *Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020b). Mathematics, executive functioning, and visual–spatial skills in Chinese kindergarten children: Examining the bidirectionality. Journal of Experimental Child Psychology, 199, 104923. https://doi.org/10.1016/j.jecp.2020.104923
   PubMed Web of Science ®Google Scholar
• *Gai, X. [盖笑松], Xu, J. [许洁], Yan, Y. [闫艳], Wang, Y. [王元], & Xie, X. [谢笑春] (2021). 体感游戏促进儿童的执行功能: 运动强度和认知参与的作用 [Exergame can improve children’s executive function: The role of physical intensity and cognitive engagement]. 心理学报 [Acta Psychologica Sinica], 53(5), 505–514. https://kns.cnki.net/kcms/detail/11.1911.b.20210329.1032.012.html https://doi.org/10.3724/SP.J.1041.2021.00505
   Google Scholar
• Gao, S., Wei, Y., Bai, J., Lin, C., & Li, H. (2009). Young children’s affective decision-making in a gambling task: Does difficulty in learning the gain/loss schedule matter? Cognitive Development, 24(2), 183–191. https://doi.org/10.1016/j.cogdev.2008.07.006
   Web of Science ®Google Scholar
• Gershon, R. C., Wagster, M. V., Hendrie, H. C., Fox, N. A., Cook, K. F., & Nowinski, C. J. (2013). NIH toolbox for assessment of neurological and behavioral function. Neurology, 80(11), S2–S6. https://doi.org/10.1212/WNL.0b013e3182872e5f
   PubMedGoogle Scholar
• Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., Nugent, T. F., Herman, D. H., Clasen, L. S., Toga, A. W., Rapoport, J. L., & Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101
   PubMed Web of Science ®Google Scholar
• *Grabell, A. S., Olson, S. L., Miller, A. L., Kessler, D. A., Felt, B., Kaciroti, N., Wang, L., & Tardif, T. (2015). The impact of culture on physiological processes of emotion regulation: A comparison of US and Chinese preschoolers. Developmental Science, 18(3), 420–435. https://doi.org/10.1111/desc.12227
   PubMed Web of Science ®Google Scholar
• Greenfield, P. M. (2000). Three approaches to the psychology of culture: Where do they come from? Where can they go? Asian Journal of Social Psychology, 3(3), 223–240. https://doi.org/10.1111/1467-839X.00066
   Google Scholar
• Grote, C. L., & Novitski, J. I. (2016). International perspectives on education, training, and practice in clinical neuropsychology: Comparison across 14 countries around the world. The Clinical Neuropsychologist, 30(8), 1380–1388. https://doi.org/10.1080/13854046.2016.1235727
   PubMed Web of Science ®Google Scholar
• *Guan, Y., Deák, G. O., Huangfu, B., & Xu, Z. (2020). Perspective‐taking and gift‐giving in Chinese preschool children. Social Development, 29(1), 41–56. https://doi.org/10.1111/sode.12405
   Web of Science ®Google Scholar
• *Guo, X. [郭筱琳] (2014). 隔代抚养对儿童言语能力、执行功能、心理理论发展的影响:一年追踪研究 [The influence of grandparenting on cognitive development among children: A longitudinal study]. 中国临床心理学杂志 [Chinese Journal of Clinical Psychology], 22(6), 1072–1076 + 1081. https://doi.org/10.16128/j.cnki.1005-3611.2014.06.026
   Google Scholar
• *Guo, X. [郭筱琳], Ren, P. [任萍], Ma, F. [马凤玲], & Xu, F. [徐芬] (2016). 幼儿执行功能的发展对心理理论发展的影响 [The predictive relations between executive functioning and theory of mind from 3 to 5 years of age]. 心理与行为研究 [Studies of Psychology and Behavior], 14(1), 70–79.
   Google Scholar
• *He, J., Zhai, S., Lou, L., Zhang, Q., Li, Z., & Shen, M. (2016). Development of behavioural regulation in do and don’t contexts among behaviourally inhibited Chinese children. The British Journal of Developmental Psychology, 34(3), 415–426. https://doi.org/10.1111/bjdp.12140
   PubMed Web of Science ®Google Scholar
• Hebben, N., & Milberg, W. (2009). Essentials of neuropsychological assessment. John Wiley & Sons.
   Google Scholar
• Hodel, A. S. (2018). Rapid infant prefrontal cortex development and sensitivity to early ­environmental experience. Developmental Review : DR, 48, 113–144. https://doi.org/10.1016/j.dr.2018.02.003
   PubMed Web of Science ®Google Scholar
• Howard, S. J., & Melhuish, E. (2017). An early years toolbox for assessing early executive function, language, self-regulation, and social development: Validity, reliability, and preliminary norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009
   PubMed Web of Science ®Google Scholar
• *Hu, B. Y., Fan, X., Wu, Y., LoCasale-Crouch, J., & Song, Z. (2020). Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling. Early Childhood Research Quarterly, 51, 242–255. https://doi.org/10.1016/j.ecresq.2019.10.003
   Web of Science ®Google Scholar
• *Hu, B. Y., Guo, Y., Wang, S., & Vitiello, V. E. (2021). The associations between teacher-child relationships and academic skills: A longitudinal study among Chinese preschool children. Contemporary Educational Psychology, 67, 102020. Article 102020. https://doi.org/10.1016/j.cedpsych.2021.102020
   Web of Science ®Google Scholar
• *Hu, F. [胡飞丽], Wu, L. [吴丽芸], Zhang, X. [张兴利], & Shi, J. [施建农] (2016). 3∼6岁儿童努力控制各成分的快速发展期及性别差异研究 [Rapid development period and gender difference of the component of effortful control in 3 - 6 years old children]. 中国全科医学 [Chinese General Practice], 19(29), 3549–3553.
   Google Scholar
• *Huo, S., Zhang, X., & Law, Y. K. (2021). Pathways to word reading and calculation skills in young Chinese children: From biologically primary skills to biologically secondary skills. Journal of Educational Psychology, 113(2), 230–247. https://doi.org/10.1037/edu0000647
   Web of Science ®Google Scholar
• Imada, T., Carlson, S. M., & Itakura, S. (2013). East–West cultural differences in context‐sensitivity are evident in early childhood. Developmental Science, 16(2), 198–208. https://doi.org/10.1111/desc.12016
   PubMed Web of Science ®Google Scholar
• International Test Commission. (2017). The ITC guidelines for translating and adapting tests (2nd ed.). www.InTestCom.org
   Google Scholar
• Isquith, P. K., Gioia, G. A., & Espy, K. A. (2004). Executive function in preschool children: Examination through everyday behavior. Developmental Neuropsychology, 26(1), 403–422. https://doi.org/10.1207/s15326942dn2601_3
   PubMed Web of Science ®Google Scholar
• Jacques, S., & Zelazo, P. D. (2001). The Flexible Item Selection Task (FIST): A measure of executive function in preschoolers. Developmental Neuropsychology, 20(3), 573–591. https://doi.org/10.1207/S15326942DN2003_2
   PubMed Web of Science ®Google Scholar
• *Jiang, D. [江大雷], & Zeng, C. [曾从周] (2015). 8周中等强度足球运动游戏对学龄前儿童执行功能发展的影响 [The efect of 8-wek socer exercise with medium intensity on executive function in preschool children]. 中国体育科技 [China Sport Science and Technology], 51(2), 43–50. https://doi.org/10.16470/j.csst.2015.02.007
   Google Scholar
• *Jiang, Q. [蒋秋蓉], & Li, H. [李红] (2009). 维度改变卡片分类任务中的负启动效应及其发生的条件 [The negative priming effect and the conditions under which it is elicited in the dimensional change card sort task]. 心理发展与教育 [Psychological Development and Education], 25(3), 68–76.
   Google Scholar
• *Jiang, X. [蒋雪明], Fang, L. [方乐], Huang, Y. [黄彦科], Gao, W. [高武红], Jiang, W. [江文庆], & Du, Y. [杜亚松] (2020). 深圳市南山区学龄前儿童冷执行功能及其影响因素调查研究 [Investigation and study on cool executive function and the influencing factors among preschool children in Nanshan District, Shenzhen]. 中国妇幼保健 [Maternal and Child Health Care of China], 35(4), 722–726. https://doi.org/10.19829/j.zgfybj.issn.1001-4411.2020.04.044
   Google Scholar
• *Jiao, X. [焦小燕], Gai, X. [盖笑松], & Guo, X. [郭璇] (2017). 学前儿童抑制控制的发展趋势及其对言语理解和数学认知的预测作用 [Inhibitory control of preschool children: developmental tendency and the predictive effects on verbal comprehension and mathematical cognition]. 心理科学. [Journal of Psychological Science], 40(02), 373–379. https://doi.org/10.16719/j.cnki.1671-6981.20170219
   Google Scholar
• *Jin, Y. [金阳], & Wang, M. [王明怡] (2013). 隔代教养对2∼3岁儿童气质语言理解与工作记忆的影响 [Influence of grandparenting on psychological development among children aged 2 to 3-years-olds]. 中国学校卫生 [Chinese Journal of School Health], 34(8), 919–921. https://doi.org/10.16835/j.cnki.1000-9817.2013.08.009
   Google Scholar
• Kaller, C. P., Rahm, B., Köstering, L., & Unterrainer, J. M. (2011). Reviewing the impact of problem structure on planning: A software tool for analyzing tower tasks. Behavioural Brain Research, 216(1), 1–8. https://doi.org/10.1016/j.bbr.2010.07.029
   PubMed Web of Science ®Google Scholar
• *Kang, D. [康丹], Zhou, X. [周欣], & Tian, L. [田丽丽] (2016). 基于PASS模型的5∼6岁数学学习困难儿童认知加工特点分析 [On the cognitive processing characteristics of kindergarten children with mathematical learning difficulty based on PASS model]. 学前教育研究 [Studies in Preschool Education], 30(1), 30–40. https://doi.org/10.13861/j.cnki.sece.2016.01.004
   Google Scholar
• Kotik-Friedgut, B., & Ardila, A. (2020). AR Luria’s cultural neuropsychology in the 21st century. Culture & Psychology, 26(2), 274–286. https://doi.org/10.1177/1354067X19861053
   Web of Science ®Google Scholar
• Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY - Second Edition (NEPSY - II). San Antonio, TX:Harcourt Assessment.
   Google Scholar
• Kramer, J. H., Mungas, D., Possin, K. L., Rankin, K. P., Boxer, A. L., Rosen, H. J., Bostrom, A., Sinha, L., Berhel, A., & Widmeyer, M. (2014). NIH EXAMINER: Conceptualization and development of an executive function battery. Journal of the International Neuropsychological Society : JINS, 20(1), 11–19. https://doi.org/10.1017/S1355617713001094
   PubMed Web of Science ®Google Scholar
• Kusi-Mensah, K., Nuamah, N. D., Wemakor, S., Agorinya, J., Seidu, R., Martyn-Dickens, C., & Bateman, A. (2022). Assessment tools for executive function and adaptive function following brain pathology among children in developing country contexts: A scoping review of current tools. Neuropsychology Review, 32(3), 459–482. https://doi.org/10.1007/s11065-021-09529-w
   PubMed Web of Science ®Google Scholar
• *Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677–692. https://doi.org/10.1016/j.jecp.2010.11.001
   PubMed Web of Science ®Google Scholar
• Lewis, M. W., & Anderson, J. R. (1985). Discrimination of operator schemata in problem solving: Learning from examples. Cognitive Psychology, 17(1), 26–65. https://doi.org/10.1016/0010-0285(85)90003-9
   Web of Science ®Google Scholar
• Li, D., Hu, K. D., Chen, G. P., Jin, Y., & Li, M. (1989). The testing results report on the combined Raven's test in Shanghai. Psychol Sci, 4, 27–31.
   Google Scholar
• Li, D. [李丹], Hu, K. [胡克定], Chen, G. [陈国鹏], Jin, Y. [金瑜], & Li, M. [李眉] (1988). 瑞文测验联合型(CRT)上海市区试测报告 [Report of combined Raven’s test (CRT) in Shanghai]. 心理科学通讯 [Psychological Science], 25(4), 29–33. https://doi.org/10.16719/j.cnki.1671-6981.1988.04.007
   Google Scholar
• Li, Y. [李英], Jia, M. [贾米琪], Zhang, W. [郑文廷], Tang, L. [汤蕾], & Bai, Y. [白钰] (2019). 农村贫困地区儿童早期认知发展现状及影响因素研究 [Status and determinants of early childhood cognitive development in poor rural China]. 华东师范大学学报(教育科学版) [Journal of East China Normal University(Educational Sciences)], 37(03), 17–32. https://doi.org/10.16382/j.cnki.1000-5560.2019.03.002
   Google Scholar
• *Li, M. [李美华], & Shen, D. [沈德立] (2006). 3 ∼ 4岁幼儿认知灵活性实验研究 [The research of experiment about cognitive flexibility of 3-4-year-old children]. 心理学探新 [Psychological Exploration], 26(1), 52–55 + 84.
   Google Scholar
• *Li, Q. [李其维], Zeng, S. [曾守锤], & Wang, S. [王顺妹] (2005). 学前儿童现实性监测的发展:工作记忆的解释 [Development of reality monitoring in preschool Children: An interpretation of working memory]. 华东师范大学学报(教育科学版) [Journal of East China Normal University (Educational Sciences)], 23(2), 51–56. https://doi.org/10.16382/j.cnki.1000-5560.2005.02.007
   Google Scholar
• *Li, S., Chen, K., Liu, C., Bi, J., He, Z., Luo, R., Yu, Y., & Wang, Z. (2021). Association of dietary diversity and cognition in preschoolers in rural China. Nutrition (Burbank, Los Angeles County, Calif.), 91-92, 111470. https://doi.org/10.1016/j.nut.2021.111470
   PubMed Web of Science ®Google Scholar
• *Li, X. [李孝明], Wang, K. [汪凯], Wen, X. [温晓红], Shi, W. [石微娜], Wang, H., [汪宏斌], Huang, J. [黄金华], Huang, H. [黄会芝], & Wu, W. [吴万云] (2010). 脑瘫患儿与正常儿童冷热执行功能发展的对比研究 [A control study on the development of “cool” and “hot” executive functions between cerebral palsy children and normal children]. 中华行为医学与脑科学杂志 [Chinese Journal of Behavioral Medicine and Brain Science], 19(7), 583–586.
   Google Scholar
• Li, Y., & Zhu, J. (2014). Wechsler preschool and primary scale of intelligence (Chinese) (4th ed.). King-May.
   Google Scholar
• *Li, Y. [李艳玲], & Chen, Y. [陈英和] (2009). 3∼5岁幼儿错误信念理解能力的发展趋势 [Development trend of false-belief understanding among 3- to 5-year-olds]. 心理发展与教育 [Psychological Development and Education], 25(2), 1–7.
   Google Scholar
• *Li, Y. [李一员], Wu, R. [吴睿明], Hu, X. [胡兴旺], Li, H. [李红], & Zelazo, P. D. (2006). 聋童执行功能发展:聋童与正常儿童的比较 [The development of executive functioning deaf children: Comparing with normal children]. 心理学报 [Acta Psychologica Sinica], 51(3), 356–364.
   Google Scholar
• *Liu, C., & Chung, K. K. H. (2021). The relationships between paired associate learning and Chinese word writing in kindergarten children. Reading and Writing, 34(8), 2127–2148. https://doi.org/10.1007/s11145-021-10138-5
   Web of Science ®Google Scholar
• *Liu, C., Chung, K. K. H., & Fung, W. K. (2019). Bidirectional relationships between children’s executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school. Contemporary Educational Psychology, 59, 101779. https://doi.org/10.1016/j.cedpsych.2019.101779
   Web of Science ®Google Scholar
• *Liu, C., Chung, K. K. H., Wang, L. C., & Liu, D. (2021). The relationship between paired associate learning and Chinese word reading in kindergarten children. Journal of Research in Reading, 44(2), 264–283. https://doi.org/10.1111/1467-9817.12333
   Web of Science ®Google Scholar
• *Liu, W. [刘文], Peng, F. [刘文] (2010). 幼儿自我调节能力的发展及与气质的关系 [Self-regulation of preschool children and its relations with temperament]. 心理发展与教育Psychological Development and Education, 26(3), 245–250. https://doi.org/10.16187/j.cnki.issn1001-4918.2010.03.014
   Google Scholar
• *Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S. S. S., & Wong, T. T. Y. (2018). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. The British Journal of Educational Psychology, 88(4), 628–644. https://doi.org/10.1111/bjep.12207
   PubMed Web of Science ®Google Scholar
• *Liu, Y. [刘玉霞], Jin, X. [金心怡], Cai, Y. [蔡玉荣], & He, J. [何洁] (2011). 幼儿的坚持性与执行功能和负性情绪的关系 [The relations of executive function and negative affectivity to persistence in preschoolers]. 应用心理学 [Chinese Journal of Applied Psychology], 17(2), 185–192.
   Google Scholar
• Lu, T. [路腾飞], Shuai, L. [帅澜], Zhang, J. [张劲松], Wang, Y. [王玉凤], Qian, Y. [钱英], Zhang, H. [张慧凤], Xia, W. [夏卫萍], Wang, Z. [王周烨], & Tan, X. [谭歆] (2017). 中文版学龄前儿童执行功能行为评定问卷(BRIEF-P)父母版的效度和信度 [Validity and reliability of the behavior rating scale of executive function-preschool version parent form in China]. 中国心理健康杂志 [Chinese Mental Health Journal], 31(2), 138–143.
   Google Scholar
• *Lu, X. [路晓英], Long, C. [龙长权], Sun, F. [孙锋], Xing, D. [邢东亮], & Li, H. [李红] (2011). 知觉和概念信息对3岁儿童归纳推理的影响 [The influence of induction in 3-year-olds]. 心理发展与教育 [Psychological Development and Education], 27(1), 25–34. https://doi.org/10.16187/j.cnki.issn1001-4918.2011.01.004
   Google Scholar
• *Lung, F. W., Chen, P. F., & Shu, B. C. (2018). Performance of Wisconsin Card Sorting Test in five-year-old children in Taiwan: Relationship to intelligence and cognitive development. PloS One, 13(8), e0202099. https://doi.org/10.1371/journal.pone.0202099
   PubMed Web of Science ®Google Scholar
• Luria, A. R., Pribram, K. H., & Homskaya, E. D. (1964). An experimental analysis of the behavioral disturbance produced by a left frontal arachnoidal endothelioma (meningioma). Neuropsychologia, 2(4), 257–280. https://doi.org/10.1016/0028-3932(64)90034-X
   Web of Science ®Google Scholar
• *Ma, X [马旭萍], & Zhang, H. [张海宏] (2021). 家庭功能对学龄前儿童执行功能的影响 [The influence of family function on executive function of preschool children]. 当代护士 [Modern Nurse], 28(6), 53–55. https://doi.org/10.19792/j.cnki.1006-6411.2021.17.020
   Google Scholar
• McCoy, D. C. (2019). Measuring young children’s executive function and self-regulation in classrooms and other real-world settings. Clinical Child and Family Psychology Review, 22(1), 63–74. https://doi.org/10.1007/s10567-019-00285-1
   PubMed Web of Science ®Google Scholar
• McGill University Corsi P M. (1972). Human memory and the medial temporal region of the brain. Dissertation Abstracts International, 34:819B.
   Google Scholar
• *Meng, X. [孟祥芝], & Xie, L. [谢利苹] (2004). 幼儿动作发展与动作抑制研究 [Motor development and inhibition in 4-6year-old children]. 心理发展与教育 [Psychological Development and Education], 20(3), 6–10.
   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(1), 8–14. https://doi.org/10.1177/0963721411429458
   PubMed Web of Science ®Google Scholar
• 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/10.1006/cogp.1999.0734
   PubMed Web of Science ®Google Scholar
• *Mo, S. [莫书亮], & Su, Y. [苏彦捷] (2009). 3∼4岁儿童的错误信念理解:补语句法,语义理解和工作记忆的作用 [False belief understanding in3 ∼ 4-year-olds: The relative role of sentential complement syntax semantic comprehension and working memory]. 心理发展与教育 [Psychological Development and Education], 25(3), 15–19 + 25.
   Google Scholar
• *Mo, Z. [莫振华], & Tan, Y. [谭杨洋] (2021). 新生儿低血糖对其学龄前期成长过程中性情和认知的影响 [The influence of neonatal hypoglycemia on temperament and cognition during preschool-age development]. 当代护士 [Modern Nurse], 28(6), 93–95. https://doi.org/10.19792/j.cnki.1006-6411.2021.17.034
   Google Scholar
• Müller, U., & Kerns, K. (2015). The development of executive function (pp. 1–53). John Wiley & Sons, Inc.
   Google Scholar
• Müller, U., Kerns, K. A., & Konkin, K. (2012). Test–retest reliability and practice effects of executive function tasks in preschool children. The Clinical Neuropsychologist, 26(2), 271–287. https://doi.org/10.1080/13854046.2011.645558
   PubMed Web of Science ®Google Scholar
• Mueller, S. T., & Piper, B. J. (2014). The psychology experiment building language (PEBL) and PEBL test battery. Journal of neuroscience methods, 222, 250–259. https://doi.org/10.1016/j.jneumeth.2013.10.024
   PubMed Web of Science ®Google Scholar
• Nielsen, M., Haun, D., Kärtner, J., & Legare, C. H. (2017). The persistent sampling bias in developmental psychology: A call to action. Journal of Experimental Child Psychology, 162, 31–38. https://doi.org/10.1016/j.jecp.2017.04.017
   PubMed Web of Science ®Google Scholar
• Nigg, J. T. (2017). Annual research review: On the relations among self‐regulation, self‐control, executive functioning, effortful control, cognitive control, impulsivity, risk‐taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58(4), 361–383. https://doi.org/10.1111/jcpp.12675
   PubMed Web of Science ®Google Scholar
• *Niu, Y. [牛玉柏], Yue, Y. [岳园], & Min, X. [闵祥娟] (2013). 学龄前儿童事件性前瞻记忆与执行功能的发展及关系 [Development and corelation betwen executive function and event-based prospective memory of prescholer]. 中国儿童保健杂志 [Chinese Journal of Child Health Care, ]21(12), 1315–1317.
   Google Scholar
• Obradović, J., Finch, J. E., Portilla, X. A., Rasheed, M. A., Tirado‐Strayer, N., & Yousafzai, A. K. (2019). Early executive functioning in a global context: Developmental continuity and family protective factors. Developmental Science, 22(5), e12795. https://doi.org/10.1111/desc.12795
   PubMed Web of Science ®Google Scholar
• Obradović, J., & Willoughby, M. T. (2019). Studying executive function skills in young children in low‐and middle‐income countries: Progress and directions. Child Development Perspectives, 13(4), 227–234. https://doi.org/10.1111/cdep.12349
   Web of Science ®Google Scholar
• *Ouyang, X., Yang, Y., Zhang, X., & Zhang, Q. (2021). Longitudinal relations between the approximate number system and symbolic number skills in preschool children. Journal of Experimental Child Psychology, 212, 105254. https://doi.org/10.1016/j.jecp.2021.105254
   PubMed Web of Science ®Google Scholar
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery (London, England), 88, 105906. https://doi.org/10.1016/j.ijsu.2021.105906
   PubMed Web of Science ®Google Scholar
• Parmar, P., Harkness, S., & Super, C. M. (2004). Asian and Euro-American parents’ ethnotheories of play and learning: Effects on preschool children’s home routines and school behaviour. International Journal of Behavioral Development, 28(2), 97–104. https://doi.org/10.1080/01650250344000307
   Web of Science ®Google Scholar
• *Peng, D. [彭杜宏], Liao, Y. [廖渝], & Su, H. [苏蕙] (2017). 5∼6岁幼儿认知灵活性的发展特征与个体差异 [Research on the developmental feature and individual differences of 5 to 6 years old children’s cognitive flexibility]. 学前教育研究 [Studies in Preschool Education], 31(4), 37–47. https://doi.org/10.13861/j.cnki.sece.2017.04.005
   Google Scholar
• Petanjek, Z., Judaš, M., Šimić, G., Rašin, M. R., Uylings, H. B., Rakic, P., & Kostović, I. (2011). Extraordinary neoteny of synaptic spines in the human prefrontal cortex. Proceedings of the National Academy of Sciences of the United States of America, 108(32), 13281–13286. https://doi.org/10.1073/pnas.1105108108
   PubMed Web of Science ®Google Scholar
• Qi, W. G., Sun, X., & Hong, Y. (2022). Normative data for adult mandarin-speaking populations: A systematic review of performance-based neuropsychological instruments. Journal of the International Neuropsychological Society, 28(5), 520–540. https://doi.org/10.1017/S1355617721000667
   PubMed Web of Science ®Google Scholar
• *Qu, X. [屈潇], Wang, X. [王晓娟], Wang, B. [王博], Feng, C. [冯超], Guan, H. [关宏岩], & Chen, X. [陈晓波] (2020). 学龄前儿童身体活动与执行功能的相关性研究 [Study on the asociation betwen physical activity and executive function in prescholers]. 中国儿童保健杂志 [Chinese Journal of Child Health Care], 28(09), 975–979. https://kns.cnki.net/kcms/detail/61.1346.R.20200408.1055.002.html
   Google Scholar
• Rachel, M., Fons, V. D. V. J., Amina, A., Perez-Garcia, M., & Manasi, K. (2021). Assessing neuropsychological functions in middle childhood: A narrative review of measures and their psychometric properties across context. Journal of Pediatric Neuropsychology, 7(3), 113–138. https://doi.org/10.1007/s40817-021-00096-9
   Google Scholar
• Rosvold, H. E., Mirsky, A. F., Sarason, I., Bransome Jr, E. D., & Beck, L. H. (1956). A continuous performance test of brain damage. Journal of consulting psychology, 20(5), 343. https://psycnet.apa.org/doi/10.1037/h0043220
   PubMedGoogle Scholar
• Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and US preschoolers. Psychological Science, 17(1), 74–81. https://doi.org/10.1111/j.1467-9280.2005.01667.x
   PubMed Web of Science ®Google Scholar
• Santos, D. N., Assis, A. M. O., Bastos, A. C. S., Santos, L. M., Santos, C. A. S., Strina, A., Prado, M. S., Almeida-Filho, N. M., Rodrigues, L. C., & Barreto, M. L. (2008). Determinants of cognitive function in childhood: A cohort study in a middle income context. BMC Public Health, 8(1), 15. https://doi.org/10.1186/1471-2458-8-202
   PubMedGoogle Scholar
• Schirmbeck, K., Rao, N., & Maehler, C. (2020). Similarities and differences across countries in the development of executive functions in children: A systematic review. Infant and Child Development, 29(1), e2164. https://doi.org/10.1002/icd.2164
   Web of Science ®Google Scholar
• *Shangguan, L. [上官莉莉], & Zhao, Y. [赵亚茹] (2016). 功能性构音障碍儿童抑制控制功能的研究 [Inhibitory control in children with functional articulation disorder]. 中华行为医学与脑科学杂志 [Chinese Journal of Behavioral Medicine and Brain Science], 25(6), 530–532.
   Google Scholar
• *Shen, Y., Lin, Y., Liu, S., Fang, L., & Liu, G. (2019). Sustained effect of music training on the enhancement of executive function in preschool children. Frontiers in Psychology, 10, 1910. https://doi.org/10.3389/fpsyg.2019.01910
   PubMed Web of Science ®Google Scholar
• *Shiu, S.-P., Wang, S.-H., & Chen, Y.-J. (2020). The effects of a small scale intervention to develop self-regulation in kindergarten children. Early Child Development and Care, 190(3), 333–347. https://doi.org/10.1080/03004430.2018.1471474
   Web of Science ®Google Scholar
• Smith, E. E., & Jonides, J. (1999). Storage and executive processes in the frontal lobes. Science (New York, N.Y.), 283(5408), 1657–1661. https://doi.org/10.1126/science.283.5408.1657
   PubMed Web of Science ®Google Scholar
• Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
   Web of Science ®Google Scholar
• *Tian, Y. [田园], Liu, F. [刘富丽], & Su, Y. [苏彦捷] (2019). 3∼6岁儿童对消极情绪的理解:抑制控制与共情的作用 [Understanding of negative emotions in children aged 3-6 years: Roles of inhibitory control and empathy]. 心理技术与应用 [Psychology: Techniques and Applications], 7(6), 321–331. https://doi.org/10.16842/j.cnki.issn2095-5588.2019.06.001
   Google Scholar
• *Tong, J., Liang, C., Wu, X., Huang, K., Zhu, B., Gao, H., Zhu, Y., Li, Z., Qi, J., Han, Y., Ding, P., Zhu, Y., & Tao, F. (2022). Prenatal serum thallium exposure and cognitive development among preschool-aged children: A prospective cohort study in China. Environmental Pollution (Barking, Essex : 1987), 293, 118545–118545. https://doi.org/10.1016/j.envpol.2021.118545
   PubMed Web of Science ®Google Scholar
• Waller, R., Hyde, L. W., Baskin-Sommers, A. R., & Olson, S. L. (2017). Interactions between callous unemotional behaviors and executive function in early childhood predict later aggression and lower peer-liking in late-childhood. Journal of Abnormal Child Psychology, 45(3), 597–609. https://doi.org/10.1007/s10802-016-0184-2
   PubMed Web of Science ®Google Scholar
• *Wang, B., Low, J., Jing, Z., & Qinghua, Q. (2012). Chinese preschoolers’ implicit and explicit false-belief understanding. The British Journal of Developmental Psychology, 30(Pt 1), 123–140. https://doi.org/10.1111/j.2044-835X.2011.02052.x
   PubMed Web of Science ®Google Scholar
• *Wang, C., Li, B., & Yao, Y. (2021). Proactive control mediates the relationship between working memory and math ability in early childhood. Frontiers in Psychology, 12, 611429. https://doi.org/10.3389/fpsyg.2021.611429
   PubMed Web of Science ®Google Scholar
• Wang, M., Fang, H., Bishwajit, G., Xiang, Y., Fu, H., & Feng, Z. (2015). Evaluation of rural primary health care in western China: A cross-sectional study. International Journal of Environmental Research and Public Health, 12(11), 13843–13860. https://doi.org/10.3390/ijerph121113843
   PubMed Web of Science ®Google Scholar
• *Wang, J. [王静梅], Zhang, Y. [张义宾], Zheng, C. [郑晨烨], Lu, Y. [卢英俊], & Qin, J. [秦金亮] (2019). 3∼6岁儿童执行功能子成分发展的研究 [Study on the development of executive function subcomponents in 3-6-year-old children]. 心理发展与教育 [Psychological Development and Education], 35(1), 1–10. https://doi.org/10.16187/j.cnki.issn1001-4918.2019.01.01
   Google Scholar
• *Wang, R. [王瑞萌], Pang, X. [庞鑫], Li, W. [李未名], Xing, H.[邢洪彬], & Xing, S. [邢淑芬] (2018). 跆拳道训练对学龄前儿童执行功能发展的影响 [Effects of taekwondo training on preschool children’s execution function development]. 体育学刊 [Journal of Physical Education], 25(5), 119–125. https://doi.org/10.16237/j.cnki.cn44-1404/g8.2018.05.013
   Google Scholar
• Wang, T., Liu, K., Li, Z., Xu, Y., Liu, Y., Shi, W., & Chen, L. (2017). Prevalence of attention deficit/hyperactivity disorder among children and adolescents in China: A systematic review and meta-analysis. BMC Psychiatry, 17(1), 32. https://doi.org/10.1186/s12888-016-1187-9
   PubMed Web of Science ®Google Scholar
• *Wang, X. [王兴华], & Wang, Z. [王智莹] (2019). 基于游戏的2∼3岁婴幼儿认知发展评价 [How to evaluate the cognitive development of 2-3-year-old children based on play]. 学前教育研究 [Studies in Preschool Education], 33(7), 32–44. https://doi.org/10.13861/j.cnki.sece.2019.07.003
   Google Scholar
• *Wang, Y. [王颖], & Zhu, H. [朱海东] (2020). 学龄前留守儿童执行功能的发展趋势和影响因素研究 [A study on the development trend and influencing factors of executive function of preschool left behind children]. 兵团教育学院学报 [Journal of Bingtuan Education Institute], 30(2), 19–26.
   Google Scholar
• *Wang, Y. [王颖], Zhu, H. [朱海东], Zhang, X. [张馨艺], & Xiao, Y. [肖沿] (2022). 学龄前留守儿童亲子依恋对执行功能的影响: 祖孙依恋的调节作用和中介作用 [The influence of parent-child attachment on the executive function of left-behind preschool children: grandparent-child attachment as a mediator and moderator]. 心理发展与教育 [Psychological Development and Education, 38(2), 195–206. https://doi.org/10.16187/j.cnki.issn1001-4918.2022.02.06
   Google Scholar
• *Wang, Z. [王志丹], Zhou, A. [周爱保], Zhang, R. [张荣华], Bu, M. [卜梦瑾], Li, Y. [李玉雯], Wang, H. [王海静], & Rebecca, W. (2018). 学前儿童基于物体重量归纳推理的发展: 中美跨文化比较 [The development of preschool children’s inductive reasoning about weight: A cross-cultural comparison of Sino-US]. 心理学报 [Acta Psychologica Sinica], 50(12), 1381–1389. https://doi.org/10.3724/SP.J.1041.2018.01381
   Google Scholar
• *Wanless, S. B., McClelland, M. M., Acock, A. C., Chen, F.-M., & Chen, J.-L. (2011). Behavioral regulation and early academic achievement in Taiwan. Early Education & Development, 22(1), 1–28. https://doi.org/10.1080/10409280903493306
   Web of Science ®Google Scholar
• Wasserman, T., & Wasserman, L. D. (2013). Toward an integrated model of executive functioning in children. Applied Neuropsychology. Child, 2(2), 88–96. https://doi.org/10.1080/21622965.2013.748394
   PubMed Web of Science ®Google Scholar
• *Wei, W., Li, Y., & Su, H.-Y. (2020). Predicting the growth patterns in early mathematics achievement from cognitive and environmental factors among Chinese kindergarten children. Learning and Individual Differences, 79, 101841. https://doi.org/10.1016/j.lindif.2020.101841
   Web of Science ®Google Scholar
• *Wen, X., Zhang, Y., Gao, Z., Zhao, W., Jie, J., & Bao, L. (2018). Effect of mini-trampoline physical activity on executive functions in preschool children. BioMed Research International, 2018, 2712803. https://doi.org/10.1155/2018/2712803
   PubMed Web of Science ®Google Scholar
• Willoughby, M., & Blair, C. (2011). Test-retest reliability of a new executive function battery for use in early childhood. Child Neuropsychology : A Journal on Normal and Abnormal Development in Childhood and Adolescence, 17(6), 564–579. https://doi.org/10.1080/09297049.2011.554390
   PubMed Web of Science ®Google Scholar
• Willoughby, M. T., Blair, C. B., Wirth, R., & Greenberg, M. (2012). The measurement of executive function at age 5: Psychometric properties and relationship to academic achievement. Psychological Assessment, 24(1), 226–239. https://doi.org/10.1037/a0025361
   PubMed Web of Science ®Google Scholar
• Willoughby, M. T., Pek, J., & Blair, C. B. (2013). Measuring executive function in early childhood: A focus on maximal reliability and the derivation of short forms. Psychological Assessment, 25(2), 664–670. https://doi.org/10.1037/a0031747
   PubMed Web of Science ®Google Scholar
• Willoughby, M. T., Wirth, R., & Blair, C. B. (2012). Executive function in early childhood: Longitudinal measurement invariance and developmental change. Psychological Assessment, 24(2), 418–431. https://doi.org/10.1037/a0025779
   PubMed Web of Science ®Google Scholar
• *Wu, N. [吴南], & Zheng, Y. [郑砚] (2008). 4 ∼ 6岁儿童执行功能与心理理论关系的研究 [A research on the relation between 4-6-year-old children’s executive function and theory of mind]. 心智与计算 [Mind and Computation], 2(2), 148–154.
   Google Scholar
• *Xiao, Q. [肖启蓬], Dai, M. [戴美霞], Liu, B. [刘步云], Yang, W. [杨文翰], Wang, X. [王旭祥], & Jing, J. [静进] (2017). 学龄前儿童利他行为与抑制控制关系的实验研究 [Experimental study of asociation betwen altruistic behavior and inhibitory control in preschol child]. 中国儿童保健杂志 [Chinese Journal of Child Health Care], 25(05), 437–439 + 447. https://kns.cnki.net/kcms/detail/61.1346.R.20170330.1751.016.html
   Google Scholar
• *Xiao, X. [肖晓滢] (1989). 言语指导与幼儿运动控制发展的实验研究 [Preliminary research on verbal instructions and development of preschool children’s inhibition of movements]. 心理学报 [Acta Psychologica Sinica], 21(3), 306–314. https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1991-72033-001&site=ehost-live&scope=site
   Google Scholar
• *Xie, J., Liu, S., & Fang, P. (2021). Cognitive training improves emotion regulation in Chinese preschool children. Pediatrics International : Official Journal of the Japan Pediatric Society, 63(11), 1303–1310. https://doi.org/10.1111/ped.14661
   PubMed Web of Science ®Google Scholar
• *Xie, T. [谢腾], & Yang, Y. [杨云] (2020). 感觉统合训练对儿童认知与执行功能影响的干预研究 [An intervention study on the influence of sensory integration training on children’s cognitive and executive function]. 陕西学前师范学院学报 [Journal of Shaanxi Xueqian Normal University], 36(10), 29–34.
   Google Scholar
• *Xing, S. [邢淑芬], Li, Q. [李倩倩], Gao, X. [高鑫], Ma, Y. [马园园], & Fu, R. [傅锐] (2018). 不同睡眠时间参数对学前儿童执行功能的差异化影响 [Differential influence of sleep time parameters on preschoolers’ executive function]. Acta Psychologica Sinica, 50(11), 1269–1281. https://doi.org/10.3724/SP.J.1041.2018.01269
   Google Scholar
• *Xing, X. [邢晓沛], Shao, S. [邵淑慧], Sun, X. [孙晓丽], & Wang, Z. [王争艳] (2016). 学前儿童执行功能与行为问题的关系 [Relationship between executive function and behavior problems in preschoolers]. 中国临床心理学杂志 [Chinese Journal of Clinical Psychology], 24(5), 844–848. https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-01986-017&site=ehost-live&scope=site
   Google Scholar
• *Xiong, S., Li, X., & Tao, K. (2017). Effects of structured physical activity program on Chinese young children’s executive functions and perceived physical competence in a day care center. BioMed Research International, 2017, 5635070. https://doi.org/10.1155/2017/5635070
   PubMed Web of Science ®Google Scholar
• *Xiong, S., Zhang, P., & Gao, Z. (2019). Effects of exergaming on preschoolers’ executive functions and perceived competence: A pilot randomized trial. Journal of Clinical Medicine, 8(4), 469. https://doi.org/10.3390/jcm8040469
   PubMed Web of Science ®Google Scholar
• *Yang, L. [杨丽珠], Wang, J. [王江洋], Liu, W. [刘文], Cuskelly, M., & Zhang, A. (2005). 3 ∼ 5岁幼儿自我延迟满足的发展特点及其中澳跨文化比较 [Strategies used by 3 to 5 years old children on a self-imposed delay of gratification task including a cross-cultural comparison between China and Australia]. 心理学报 [Acta Psychologica Sinica], 37(2), 224–232.
   Google Scholar
• *Yang, X., Chung, K. K. H., & McBride, C. (2019). Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children. Educational Psychology, 39(5), 678–704. https://doi.org/10.1080/01443410.2018.1546831
   Web of Science ®Google Scholar
• *Yang, X., Peng, P., & Meng, X. (2018). Contributions of basic cognitive processing to Chinese reading: The mediation effect of basic language processing. Frontiers in Psychology, 9, 2670. https://doi.org/10.3389/fpsyg.2018.02670
   PubMed Web of Science ®Google Scholar
• *Yang, X., Peng, P., & Meng, X. (2019). How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children? Infant and Child Development, 28(3), e2122. https://doi.org/10.1002/icd.2122
   Web of Science ®Google Scholar
• *Yang, X., & Qiao, L. (2021). Direct effects of visual skills and working memory on Chinese character reading in young children. Infant and Child Development, 30(4), e2231. https://doi.org/10.1002/icd.2231
   Web of Science ®Google Scholar
• *Yang, X., Zhang, X., Huo, S., & Zhang, Y. (2020). Differential contributions of cognitive precursors to symbolic versus non-symbolic numeracy in young Chinese children. Early Childhood Research Quarterly, 53, 208–216. https://doi.org/10.1016/j.ecresq.2020.04.003
   Web of Science ®Google Scholar
• *Yu, X. [于晓], Wang, H. [王红梅], Chen, Y. [陈英和], Liu, R. [刘瑞曙], Han, C. [韩瑽瑽], Han, M. [韩敏], Zhang, H. [张涵], & Liu, J. [刘静] (2020). 分心抑制和关系整合对学前儿童类比推理的影响 [The role of distractor inhibition and relational integration in preschool children’s analogical reasoning]. 心理发展与教育 [Psychological Development and Education], 36(4), 385–393. https://doi.org/10.16187/j.cnki.issn1001-4918.2020.04.01
   Google Scholar
• Zelazo, P. D. (2020). Executive function and psychopathology: A neurodevelopmental perspective. Annual Review of Clinical Psychology, 16, 431–454. https://doi.org/10.1146/annurev-clinpsy-072319-024242
   PubMed Web of Science ®Google Scholar
• Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), n/a–n/a. https://doi.org/10.1111/j.1750-8606.2012.00246.x
   Web of Science ®Google Scholar
• Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11(1), 37–63. https://doi.org/10.1016/S0885-2014(96)90027-1
   Web of Science ®Google Scholar
• *Zha, Z. [查子秀] (1984). 3-6岁超常与常态儿童类比推理的比较研究 [A comparative study of the analogical reasoning of 3 to 6-year-old supernormal and normal children]. 心理学报 [Acta Psychologica Sinica], 29(4), 373–382.
   Google Scholar
• *Zhang, H. [张海宏], Ning, Y. [宁艳花], & Li, S. [李胜玲] (2018). 家庭常用电子信息产品对学龄前儿童执行功能的影响 [Effect of use of common household electronic information products on executive function of preschool children]. 中国妇幼保健 [Maternal and Child Health Care of China], 33(9), 2092–2095.
   Google Scholar
• *Zhang, H. F., Shuai, L., Zhang, J. S., Wang, Y. F., Lu, T. F., Tan, X., Pan, J. X., & Shen, L. X. (2018). Neuropsychological profile related with executive function of Chinese preschoolers with attention-deficit/hyperactivity disorder: Neuropsychological measures and behavior rating scale of executive function-preschool version. Chinese Medical Journal, 131(6), 648–656. https://doi.org/10.4103/0366-6999.226893
   PubMed Web of Science ®Google Scholar
• *Zhang, Q. [张乾一], & Wen, P. [文萍] (2013). 3岁幼儿抑制和工作记忆的可分离性研究 [The research on the structure of executive function in 3-year-old]. 心理发展与教育 [Psychological Development and Education], 29(3), 238–246. https://doi.org/10.16187/j.cnki.issn1001-4918.2013.03.011
   Google Scholar
• *Zhao, J., Chen, S., Tong, X., & Yi, L. (2019). Advantage in character recognition among Chinese preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(12), 4929–4940. https://doi.org/10.1007/s10803-019-04202-x
   PubMed Web of Science ®Google Scholar
• *Zhao, Q. [赵琴], Luo, Y. [骆艳], Zhang, Y. [张雅如], & Shao, Z. [邵智] (2021). 学龄前男性高功能孤独症谱系障碍与典型发展儿童执行功能的比较 [Comparison of executive function between preschool-aged male children with high functioning autism and typically developing children]. 中国行为医学与脑科学杂志 [Chinese Journal of Behavioral Medicine and Brain Science], 30(10), 923–928.
   Google Scholar
• *Zhou, W. [周文娇], Wang, L. [王利刚], Li, Y. [李晔], Gao, W. [高文斌], & Sun, X. [孙昕霙] (2013).睡眠时长对学龄前儿童认知功能的影响 [Impact of sleep duration on cognitive functions among preschoolers]. 北京大学学报(医学版) [Journal of Peking University (Health Sciences)], 45(6), 933–937. https://kns.cnki.net/kcms/detail/11.4691.R.20131202.1357.013.html
   Google Scholar
• *Zhu, Y. D., Wu, X. Y., Yan, S. Q., Huang, K., Tong, J., Gao, H., Xie, Y., Tao, S. M., Ding, P., Zhu, P., & Tao, F. B. (2020). Domain- and trimester-specific effect of prenatal phthalate exposure on preschooler cognitive development in the Ma’anshan Birth Cohort (MABC) study. Environment International, 142, 105882. https://doi.org/10.1016/j.envint.2020.105882
   PubMed Web of Science ®Google Scholar