Moderating effects of neurocognitive abilities on the relationship between temperament and global functioning

Child Neuropsychology

Volumn 16, Issue 1, 2009, Pages 20-31

  Healey, Dione M ^a   Brodzinsky, Lara K ^b   Bernstein, Melissa ^b   Rabinovitz, Beth ^b   Halperin, Jeffrey M ^b  

^a UNIVERSITY OF OTAGO   (New Zealand)

^b CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

Cognition; Global functioning; Preschoolers; Temperament

Indexed keywords

EID: 77951043732     PISSN: 09297049     EISSN: 17444136     Source Type: Journal    
DOI: 10.1080/09297040902984490     Document Type: Article

References (22)

1. Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
2. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57, 111-127.
3. Bush, G., Luu, P., & Posner, M. I. (2000). Cognitive and emotional influences in anterior cingulated cortex. Trends in Cognitive Sciences, 4, 215-222.
4. Davis, E. P., Bruce, J., & Gunnar, M. R. (2002). The anterior attention network: Associations with temperament and neuroendocrine activity in 6-year-old children. Developmental Psychobiology, 40, 43-56.
5. DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD Rating Scale-IV: Checklists, norms, and clinical interpretations. New York: Guilford Press.
6. Gallagher, K. C. (2002). Does child temperament moderate the influence of parenting on adjustment? Developmental Review, 22, 623-643.
7. Happaney, K., Zelazo, P. D., & Stuss, D. T. (2004). Development of orbitofrontal function: Current themes and future directions. Brain and Cognition, 55, 1-10.
8. Jose, P. E., & Huntsinger, C. S. (2005). Moderation and mediation effects of coping by Chinese American and European American adolescents. The Journal of Genetic Psychology, 166, 16-43.
9. Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199-214.
10. Korkman, M., Kirk, U., & Kemp, S. L. (1998). NEPSY - A developmental neuropsychological assessment manual. San Antonio, TX: Psychological Corporation.
11. Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II Clinical and Interpretive Manual. San Antonio, TX: Psychological Corporation.
12. Leerkes, E. M., Paradise, M., O'Brien, M., Calkins, S. D., & Lange, G. (2008). Emotion and cognition processes in preschool children. Merrill-Palmer Quarterly, 54, 102-124.
13. Luria, A. R. (1961). Study of the abnormal child. The American Journal of Orthopsychiatry, 31, 1-16.
14. Martin, R. P., & Bridger, R. C. (1998). Temperamental Assessment Battery for Children - Revised: A tool for the assessment of temperamental traits and types of young children. Brandon, VT: Clinical Psychology Publishing Co.
15. Muris, P., & Ollendick T. H. (2005). The role of temperament in the etiology of child psychopathology. Clinical Child Family Psychology Review, 8(4), 271-289.
16. Nakao, K., & Treas, J. (1994). Updating occupational prestige and socioeconomic scores: How the new measures measure up. Sociological Methodology, 24, 1-72.
17. Reynolds, C. R., & Kamphaus, R. W. (2002). BASC: Behavior assessment system for children. Circle Pines: American Guidance Service.
18. Rothbart, M. K., Ahadi, S. A., Hershey, K. L, & Fisher, P. (2001). Investigations of temperament at 3-7 years: The Children's Behaviour Questionnaire. Child Development, 72, 1394-1408.
19. Rothbart, M. K., Ellis, K. L., Rueda, M. R., & Posner, M. I. (2003). Developing Mechanisms of temperamental effortful control. Journal of Personality, 71, 1113-1144.
20. Shaffer, D., Gould, M., Brasic, J., Ambrosini, P., Fisher, P., Bird, H. et al. (1983). A Children's Global Assessment Scale (CGAS). Archives of General Psychiatry, 40, 1228-1231.
21. Vygotsky, L. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
22. Wolfe, C. D., & Bell, M. A. (2007). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65, 3-13.