298
Views
5
CrossRef citations to date
0
Altmetric
ARTICLES

Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to 12

, , , , , ORCID Icon & show all

References

  • Andreano, J. M., & Cahill, L. (2009). Sex influences on the neurobiology of learning and memory, Learning Memory, 16, 248–266. doi:10.1101/lm.918309
  • Angelini, A. L., Alves, I. C. B., Custódio, E. M., Duarte, W. F., & Duarte, J. L. M. (1999). Manual Matrizes Progressivas Coloridas de Raven: Escala Especial (Raven’s colored Progressive Matrices: Special Scale). São Paulo, Brazil: Centro Editor de Testes e Pesquisas em Psicologia.
  • Arán-Filipeti, V., & Minzi, M. C. R. (2012). A structural analysis of executive functions and socioeconomic status in school-age children: Cognitive factors as effect mediators. The Journal of Genetic Psychology, 173(4), 393–416. doi:10.1080/00221325.2011.602374
  • Ardila, A. (2013). A new neuropsychology for the XXI century. Archives of Clinical Neuropsychology, 28(8), 751–762. doi:10.1093/arclin/act036
  • Ardila, A., Rosselli, M., & Inozemtseva, O. (2011). Gender differences in cognitive development. Developmental Psychology, 47(4), 984–990. doi:10.1037/a0023819
  • Associação Brasileira de Empresas de Pesquisa (ABEP). (2012). Critério de classificação econômica brasil. Brasil. Retrieved from file:///C:/User/User/Dowloads/09_cceb_2014%20(3).pdf
  • Belfi, B., Gielen, S., Fraine, B., Verschueren, K., & Meredith, C. (2015). School-based social capital: The missing link between schools’ socioeconomic composition and collective teacher efficacy. Teaching and Teacher Education, 45, 33–44. doi:10.1016/j.tate.2014.09.001
  • Brito, G. N. O. (1987). The conners abreviated teacher rating scale: development of norms in Brazil. Journal of Abnormal Child Psychology, 15(4), 511–518.
  • Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26, 571–593. doi:10.1207/s15326942dn2602_3
  • Burger, K. (2010). How does early childhood care end education affect cognitive development? An international review of the effects of early interventions for children for different social backgrounds. Early Childhood Research Quarterly, 25, 140–165. doi:10.1016/j.ecresq.2009.11.001
  • Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278–288. doi:10.1016/j.cognition.2013.11.015
  • Casarin, F. S., Wong, C. E. I., Parente, M. A. M. P., Salles, J. F., & Fonseca, R. P. (2012). Comparação de desempenho neuropsicológico entre estudantes de escolas públicas e privadas brasileiras [Comparison of Neuropsychological Performance among Brazilian Public and Privated Schools]. The Spanish Journal of Psychology, 15(3), 942–951. Retrieved from http://pepsic.bvsalud.org/scielo.php?pid=S180842812013000200002&script=sci_abstract&tlng=en
  • Corso, H. V., Sperb, T. M., & Salles, J. F. (2013). Leitura de palavras e de texto em crianças: Efeitos de série e tipo de escola, e dissociações de desempenhos [Word reading and text reading in children: Effects of grade and type of school, and dissociations in performance]. Letras de Hoje, 48, 81–90. Retrieved from http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12033/8885
  • Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. Craik (Eds.), (Org) Lifespan cognition: Mechanisms of change (pp. 70–95). New York: Oxford University Press.
  • Eberhard-Moscicka, A. K., Jost, L. B., Raith, M., & Maurer, U. (2014). Neurocognitive mechanisms of learning to read: Print tuning in beginning readers related to word-reading fluency and semantics but not phonology. Developmental Science, 18(1), 106–118. doi:10.1111/desc.12189
  • Elacqua, G. (2012). The impact of school choice and public policy on segregation: Evidence from Chile. International Journal of Educational Development, 32, 444–453. doi:10.1016/j.ijedudev.2011.08.003
  • Fatima, S., Sheikh, H., & Ardila, A. (2016). Association of parent-child relationships and executive functioning in South Asian adolescents. Neuropsychology, 30(1), 65–74. doi:10.1037/neu0000216
  • Fonseca, Jacobson & Pureza (2016). O que um bom teste neuropsicológico deve ter? (What a good neuropsychological test may have). In J. Salles, V. Haase, & L. Malloy-Diniz (Eds.), Neuropsicologia do Desenvolvimento: Infância e adolescência.
  • Gabriel, R., Morais, J., & Kolinsky, R. (2016). A aprendizagem da leitura e suas implicações sobre a memória e a cognição [Learning to read and its implications on memory and cognition]. Ilha do Desterro, 69(1), 061–078. doi:10.5007/2175-8026.2016v69n1p61
  • Garcia-Molina, A., Enseñat-Catallops, A., Tirapu-Ustárroz, J., & Roig-Rovira, T. (2009). Maduración de la corteza prefrontal y desarrollo de las funciones ejecutivas durante los primeros cinco años de vida [Maturation of the Prefrontal Cortex and Development of the Executive Functions During the First Five years of life]. Revista de Neurología, 48(8) 435–440. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=3929093
  • Gawrilow, C., Stadler, G., Langguth, N., Naumann, A., & Boeck, A. (2013). Physical activity, affect, and cognition in children with symptoms of ADHD. Journal of Attention Disorders, 20(2), 151–162. doi:10.1177/1087054713493318
  • Gur, R. C., Richard, J., Calkins, M. E., Chiavacci, R., Hansen, J. A., Bilker, W. B., … Gur, R. E. (2012). Age group and sex differences in performance on a computerized neurocognitive battery in children age 8–21. Neuropsychology, 26(2), 251–265. doi:10.1037/a0026712
  • Haapala, E. A., Tompuri, T., Lintu, N., Laitinen, T., Lindi, V., & Lakka, T. A. (2014). Associations of cardiovascular fitness, motor performance and adiposity with cognition In Children. Medicine & Science in Sports & Exercise. ACSM´s Annual Meeting 2014, Orlando, US. Retrieved from https://www.researchgate.net/profile/Eero_Haapala/publication/262689380_Associations_Of_Cardiovascular_Fitness_Motor_Performance_and_Adiposity_with_Cognition_In_Children/links/00b7d5387f32b2a616000000.pdf
  • Heering, A., Rossion, B., & Maurer, D. (2012). Developmental changes in face recognition during childhood: Evidence from upright and inverted faces. Cognitive Development, 27(1), 17–27.
  • Huisman, C., & Bruggeman, J. (2012). The social network, socioeconomic background, and school type of adolescent smokers. International Journal of Behavioral Development, 36(5), 329–337. doi:10.1177/0165025412444078
  • Jacobsen, G. M., Prando, M. L., Moraes, A. L., Pureza, J. R., Gonçalves, H. A., Siqueira, L. S., Joanette, Y., & Fonseca, R. P. (2016). Effects of Age and School Type on Unconstrained Phonemic, and Semantic Verbal Fluency in Children. Applied Neuropsychology: Child, E-pub ahead of print, 1–14, doi:10.1080/21622965.2015.1072535
  • Jiménez, E. G., González, M. R., Hernández, H. R., Matínez, D.-B., & Hernández, J. C. (2015). Prevalencia de dificultades emocionales, conductuales y cognitivas en niños de escenarios urbanos con diferente grado de marginación [Prevalence of emotional, conductual and cognitive difficulties in children of urban scenarios with different degree of margination]. Revista de Psicología y Ciencias del Comportamiento de la U.A.C.J.S., 6(1), 57–74. Retrieved from http://www.revistapcc.uat.edu.mx/index.php/RPC/article/view/110
  • Korkman, M., Kemp, S. L., & Kirk, U. (2001). Effects of age on neurocognitive measures of children ages 5 to 12: A cross-sectional study on 800 children from the United States. Developmental Neuropsychology, 20(1), 331–354. doi:10.1207/S15326942DN2001_2
  • Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological assessment (5th ed.). New York, NY: Oxford University Press.
  • Liew, J. (2011). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the table. Child Development Perspectives, 0(3), 1–7. doi:10.1111/j.1750-8606.2011.00196.x
  • Lowe, P. A., Mayfield, J. W., & Reynolds, C. R. (2003). Gender differences in memory test performance among children and adolescents. Archives of Clinical Neuropsychology, 18(8), 865–878. doi:10.1016/S0887-6177(02)00162-2
  • Maieski, S., Oliveira, K. L., & Bzuneck, J. A. (2013). Motivation to learn: Measuring the self-report of Brazilian and Chilean teachers. Psico-USF, 18(1), 53–64. doi:10.1590/S1413-82712013000100007
  • Marcovitch, S., & Zelazo, P. D. (2009). A hierarquical competing systems model of the emergence and early development of executive function. Development Science, 12(1), 1–25. doi:10.1111/j.1467-7687.2008.00754.x
  • Martin-Gonzales, R., Gonzales-Peres, P. A., Izquierdo-Hernandes, M., Hernandez-Exposito, S., Quintero-Fuentes, I., & Rubio-Morel, B. (2008). Evaluación neuropsicologica de la memória em el transtorno de deficit de atención e hiperatividad: Papel de las funciones ejecutivas [Neuropsychological assessment of memory inattention deficit hyperactivity disorder: The role of executive functions]. Revista de Neurología, 47, 225–230. Retrieved from https://www.neurologia.com/sec/biblio.php?i=e&id=2008140
  • Matute, E., Chamorro, Y., Inozemtseva, O., Barrios, O., Rosselli, M., & Ardila, A. (2008). Efecto de la edad en una tarea de planificacíon y organizacíon (‘pirâmide de México’) en escolares [The Effect of Age in a Planning and Arranging Task (‘Mexican Pyramid’) among School Children]. Revista de Neurologia, 47(2), 61–70.
  • Nieto, A., Galtier, I., Barroso, J., & Espinosa, G. (2008). Verbal fluency in school-aged Spanish children: Normative data and analysis of clustering and switching strategies. Revista de Neurologia, 46(1), 1–15. Retrieved from http://europepmc.org/abstract/med/18214819
  • Ostroski-Solís, F., Gómez-Pérez, E., Matute, E., Rosselli, M., Ardila, A., & Pineda, D. (2007). Neuropsy attention and memory: A neuropsychological test battery in Spanish norms by age and education level. Applied Neuropsychology, 14(3), 156–170. doi:10.1080/09084280701508655
  • Piccolo, L. R., Arteche, A., Fonseca, R. P., Grassi-Oliveira, R., & Salles, J. F. (2016). Influence of family socioeconomic status on IQ, language, memory and executive functions of children. Psicologia: Reflexão e Crítica, 29, 23. doi:10.1186/s41155-016-0016-x
  • Rajchert, J. M., Żułtak, T., & Smulczyk, M. (2014). Predicting reading literacy and its improvement in the polish national extension of the PISA study: The role of intelligence, trait- and state-anxiety, socio-economic status and school-type. Learning and Individual Differences, 33, 1–11. doi:10.1016/j.lindif.2014.04.003
  • Roalf, D. R., Gur, R. E., Ruparel, K., Calkins, M. E., Satterthwaite, T. D., Bilker, W. B., … Gur, R. C. (2014) Within-individual variability in neurocognitive performance: Age- and sex-related differences in children and youths from ages 8 to 21. Neuropsychology, 28(4), 506–518. doi:10.1037/neu0000067
  • Rosselli, M., & Ardila, A. (2003). The impact of culture and education on non-verbal neuropsychological measurements: A critical review. Brian and Cognition, 52, 326–333. doi:10.1016/S0278-2626(03)00170-2
  • Rosselli, M., Ardila, A., Bateman, J. R., & Guzmán, M. (2001). Neuropsychological test scores, academic performance and developmental disorders in Spanish speaking children. Development Neuropsychological, 21, 355–374. doi:10.1207/S15326942DN2001_3
  • Rosselli, M., Ardila, A., Matute, E., & Inozemtseva, O. (2009). Gender differences and cognitive correlates of mathematical skills in school-aged children. Child Neuropsychology, 15(3), 216–231. doi:10.1080/09297040802195205
  • Rubie-Davis, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factores: What are the relationships? British Journal of Educational Psychology, 82, 270–288. doi:10.1111/j.2044-8279.2011.02025.x
  • Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42, 1029–1040. doi:10.1016/j.neuropsychologia.2003.12.012
  • Salles, J. F., Fonseca, R. P., Cruz-Rodrigues, C., Mello, C. B., Barbosa, T., & Miranda, M. C. (2011). Desenvolvimento do instrumento de avaliação neuropsicológica breve infantil NEUPSILIN-INF [Development of the Child Brief Neuropsychological Assessment Battery NEUPSILIN-INF]. Psico-USF, 16(3), 297–305.
  • Salles, J. F., & Parente, M. A. M. P (2002). Processos cognitivos na leitura de palavras em crianças: relações com compreensão e tempo de leitura [Cognitive Processes of word reading in children: Relationships with understanding and reading time]. Psicologia: Reflexão e Crítica, 15(2), 321–331. doi:10.1590/S0102–79722002000200010
  • Sbicigo, J. B., Piccolo, L. R., Fonseca, R. P., & Salles, J. F. (2014). Working memory and fluid intelligence: The role executive processes, age and school type in children. Universitas Psychologica, 13, 935–946.
  • Schiro, E. D. B. D., Piccolo, L. R., Couto, M. C. P., Salles, J. F., & Koller, S. H. (2013). Influences of developmental contexts and gender differences on school performance of children and adolescents. Educational Psychology, 1–12, 2013.
  • Soares, J. F., & Andrade, R. J. (2006). Nível socioeconômico, qualidade e eqüidade das escolas de Belo Horizonte [Socioeconomic status, quality and equity of Belo Horizonte schools]. Ensaio: Avaliação e Políticas Públicas em Educação, 14(50), 107–126. doi:10.1590/S0104-40362006000100008
  • Sternberg, R. J., & Grigorenko, E. L. (1999). Our labeled children: What every parent and teacher needs to know about learning disabilities. Reading, MA: Perseus.
  • Tunstad, H. J. (2013). Reading up on sex. Learning to read. Why sex matters, and whether physical fitness and activity are relevant in reading acquisition. Master’s Thesis Master of Science in Neuroscience. Norwegian University of Science and Technology. Ålesund, Norway.
  • Victora, C. G., Hort, B. L., Mola, C. L., Quevedo, L., Pinheiro, R. T., Gigante, D. P., … Barros, F. C. (2015). Association between breastfeeding and intelligence, educational attainment, and income at 30 years of age: A prospective birth cohort study from Brazil. The Lancet Global Health, 3(4), 199–205. doi:10.1016/S2214-109X(15)70002-1
  • Vuontonela, V., Steenari, M., Carlson, S., Koivisto, J., Ilberg, M., & Aronen, E. T. (2003). Audiospatial and visuospatial working memory in 6–13 year old school children, Learning & Memory, 10, 74–81. doi:10.1101/lm.53503

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.