Age- and schooling-related effects on executive functions in young children: A natural experiment

Child Neuropsychology

Volumn 14, Issue 6, 2008, Pages 510-524

  Burrage, Marie S ^a,f   Ponitz, Claire Cameron ^b   McCready, Elizabeth A ^c   Shah, Priti ^a   Sims, Brian C ^d   Jewkes, Abigail M ^e   Morrison, Frederick J ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

^c UNIVERSITY OF MASSACHUSETTS   (United States)

^d A and T State University   (United States)

^e CITY UNIVERSITY OF NEW YORK   (United States)

^f East Hall 2221 ^*  (United States)

Author keywords

Cognitive development; Early schooling; Executive functions; Response inhibition; School cutoff method; Working memory; Young children

Indexed keywords

ARTICLE; COGNITIVE DEVELOPMENT; EXPERIENTIAL LEARNING; EXPERIMENTAL DESIGN; FEMALE; HUMAN; HUMAN EXPERIMENT; INHIBITION (PSYCHOLOGY); MALE; NEUROPSYCHOLOGICAL TEST; NORMAL HUMAN; PRESCHOOL CHILD; TASK PERFORMANCE; WORKING MEMORY;

ACOUSTIC STIMULATION; AGE FACTORS; CHILD BEHAVIOR; CHILD, PRESCHOOL; COGNITION; FEMALE; HUMANS; INHIBITION (PSYCHOLOGY); MALE; MEMORY, SHORT-TERM; PHOTIC STIMULATION; REACTION TIME; SCHOOLS; TASK PERFORMANCE AND ANALYSIS;

EID: 55449120844     PISSN: 09297049     EISSN: 17444136     Source Type: Journal    
DOI: 10.1080/09297040701756917     Document Type: Article

References (60)

1. Adams, J. W., & Snowling, M. J. (2001). Executive function and reading impairments in children reported by their teachers as "hyperactive." British Journal of Developmental Psychology: Special Issue, 19(2), 293-306.
2. Awh, E., & Jonides, J. (2001). Overlapping mechanisms of attention and spatial working memory. Trends in Cognitive Sciences, 5(3), 119-126.
3. Bisanz, J., Morrison, F. J., & Dunn, M. (1995). Effects of age and schooling on the acquisition of elementary quantitative skills. Developmental Psychology, 31(2), 221-236.
4. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127.
5. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.
6. Boocock, S. S., Larner, M. B., Barnett, W. S., & Boocock, S. S. (1998). Long-term outcomes in other nations. In Early care and education for children in poverty: Promises, programs, and long-term results. (pp. 45-76). New York: State University of New York Press.
7. Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
8. Cameron, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2006). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Manuscript submitted for publication.
9. Cameron, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (in press). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly.
10. Casey, B. J., Galvan, A., & Hare, T. A. (2005). Changes in cerebral functional organization during cognitive development. Current Opinion in Neurobiology, 15, 239-244.
11. Casey, B. J., Trainor, R. J., Orendi, J. L. Schubert, A. B., Nystrom, L. E., Giedd, J. N., Castellanos, X., Haxby, J. V., Noll, D. C., Cohen, J. D., Forman, S. D., Dahl, R. E., & Rapoport, J. L. (1997). A developmental functional MRI study of prefrontal activation during performance of a Go-No-Go task. Journal of Cognitive Neuroscience, 9(6), 835-848.
12. Christian, K., Bachman, H. J., & Morrison, F. J. (2001). Schooling and cognitive development. In Environmental effects on cognitive abilities (pp. 287-335). Mahwah, NJ: Lawrence Erlbaum Associates.
13. Christian, K., Morrison, F. J., Frazier, J. A., & Massetti, G. (2000). Specificity in the nature and timing of cognitive growth in kindergarten and first grade. Journal of Cognition and Development, 1(4), 429-448.
14. Cohen, J. D., Perlstein, W. M., & Braver, T. S. (1997). Temporal dynamics of brain activation during a working memory task. Nature, 386(6625), 604-608.
15. Colom, R., Shih, P. C., & Flores-Mendoza, C. (2006). The real relationship between short-term memory and working memory. Memory, 14(7), 804-813.
16. Connor, C. M., Huddleston, C., Glassney, S., Phillips, B., Underwood, P., Cameron, C. E., et al. (2007). Children's self-regulated learning in first grade classrooms. Manuscript submitted for publication.
17. Curtis, C. E., & D'Esposito, M. (2006). Functional neuroimaging of working memory. In R. Cabeza & A. Kingstone (Eds.), Handbook of functional neuroimaging of cognition (2nd ed., pp. 269-306). Cambridge: MIT Press.
18. 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: Special issue: Advances in developmental cognitive neuroscience, 44(11), 2037-2078.
19. DeBaryshe, B. D., & Fryxell, D. (1998). A developmental perspective on anger: Family and peer contexts. Psychology in the Schools: Special Issue: Addressing Youth Anger and Aggression in School Settings, 35(3), 205-216.
20. Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38(3), 352-362.
21. Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool children: Effects of 'executive skills' training. Developmental Psychobiology, 36(2), 161-174.
22. Espy, K. A. (1997). The Shape School: Assessing executive function in preschool children. Developmental Neuropsychology, 13(4), 495-499.
23. Ferreira, F., & Morrison, F. J. (1994). Children's metalinguistic knowledge of syntactic constituents: Effects of age and schooling. Developmental Psychology, 30(5), 663-678.
24. Gathercole, S. E., & Pickering, S. J. (2000). Assessment of working memory in six- and seven-yearold children. Journal of Educational Psychology, 92(2), 377-390.
25. Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten programs (No. Policy Brief Series No. 3). New Haven, CT: Yale University Foundation for Child Development.
26. Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G., & Curtiss, G. (1993). Wisconsin Card Sorting Test Manual - Revised and Expanded. Odessa, FL: Psychological Assessment Resources.
27. Hongwanishkul, D., Happaney, K. R., Lee, W. S. C., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28(2), 617-644.
28. Jonides, J., Reuter-Lorenz, P. A., & Smith, E. E. (1996). Verbal and spatial working memory in humans. In D. L. Medin (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 35, pp. 43-88). San Diego: Academic Press.
29. Kerr, A., & Zelazo, P. D. (2004). Development of 'hot' executive function: The children's gambling task. Brain and Cognition, 55(1), 148-157.
30. Klingberg, T., Fernell, E., & Olesen, P. J. (2005). Computerized training of working memory in children with ADHD - A randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177-186.
31. Lezak, M. D. (1995). Neuropsychological Assessment (3rd ed.). New York: Oxford University Press.
32. Matthews, J., Cameron, C. E., & Morrison, F. J. (2007). Early gender differences in self-regulation: A ticking time bomb? Manuscript submitted for publication.
33. McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947-959.
34. McCrea, S. M., Mueller, J. H., & Parrila, R. K. (1999). Quantitative analyses of schooling effects on executive function in young children. Child Neuropsychology, 5(4), 242-250.
35. Miyake, A., Friedman, N. P., Emerson, M. J. (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.
36. Morrison, F. J., & Ornstein, P. A. (1996). Cognitive development. In R. B. Cairns, G. H. Elder, Jr., & E. J. Costello (Eds.), Developmental science (pp. 121-134). New York: Cambridge University Press.
37. Morrison, F. J., Smith, L., & Dow-Ehrensberger, M. (1995). Education and cognitive development: A natural experiment. Developmental Psychology, 31(5), 789-799.
38. Moutier, S. (2000). Deductive reasoning and experimental matching-bias inhibition training in school children. Current Psychology of Cognition, 19(4), 429-452.
39. Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87.
40. Olesen, P. J., Westerberg, H., & Klingberg, T. (2004). Increased prefrontal and parietal activity after training of working memory. Nature Neuroscience, 7(1), 75-79.
41. Orzhekhovskaya, N. S. (1981). Fronto-striatal relationships in primate ontogeny. Neuroscience and Behavioral Physiology, 11, 379-385.
42. Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2007). Touch your knees! Using a direct observation of behavioral regulation to predict math, literacy, and vocabulary achievement in kindergarten. Manuscript submitted for publication.
43. Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P. (2004). Development of attentional networks in childhood. Neuropsychologia, 42(8), 1029-1040.
44. Rueda, M. R., Rothbart, M. K., Saccamanno, L., & Posner, M. I. (2005). Training, maturation and genetic influences on the development of executive attention. Proceedings of the U.S. National Academy of Sciences, 104, 14931-14936.
45. 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 U.S. preschoolers. Psychological Science, 17(1), 74-81.
46. Segalowitz, S. J., & Davies, P. L. (2004). Charting the maturation of the frontal lobe: An electrophysiological strategy. Brain and Cognition, 55(1), 116-133.
47. Shallice, T., Marzocchi, G. M., Coser, S., Del Savio, M., Meuter, R. F., & Rumiati, R. I. (2002). Executive function profile of children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 21(1), 43-71.
48. Shields, A., Dickstein, S., Seifer, R., Giusti, L., Magee, K. D., & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education & Development, 12(1), 73-96.
49. Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
50. Son, S. H., & Morrison, F. J. (2005, April). Are parenting practices different for preschoolers who are making versus missing the cutoff date for kindergarten entry? Paper presented at the meeting of the Society for Research in Child Development, Atlanta, GA.
51. Stevenson, H. W., & Stigler, J. W. (1992). The Learning Gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Simon & Schuster.
52. Thurstone, L. L., & Thurstone, T. G. (1962). Primary Mental Abilities-Revised. Chicago: Science Research Associates.
53. Tsujimoto, S., Kuwajima, M., & Sawaguchi, T. (2007). Developmental fractionation of working memory and response inhibition during childhood. Experimental Psychology, 54(1), 30-37.
54. Tsujimoto, S., Yamamoto, T., Kawaguchi, H., Koizumi, H., & Sawaguchi, T. (2004). Prefrontal cortical activation associated with working memory adults and preschool children: An event-related optical topography. Cerebral Cortex, 14(7), 703-712.
55. Varnhagen, C. K., Morrison, F. J., & Everall, R. (1994). Age and schooling effects in story recall and story production. Developmental Psychology, 30(6), 969-979.
56. Wechsler, D. (1991). Wechsler Intelligence Scale for Children. San Antonio, TX: The Psychological Corporation.
57. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001a). Woodcock-Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.
58. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001b). Woodcock-Johnson III Tests of Cognitive Abilities. Itasca, IL: Riverside Publishing Co.
59. Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3, Serial No. 274).
60. Zelazo, P. D., Müller, U., & Goswami, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 445-469). Malden, MA: Blackwell Publishing.