Cognitive flexibility, approaches to learning, and academic school readiness in head start preschool children

Early Education and Development

Volumn 22, Issue 3, 2011, Pages 388-410

  Vitiello, Virginia E ^a   Greenfield, Daryl B ^b   Munis, Pelin ^b   George, J'Lene ^c  

^a UNIVERSITY OF VIRGINIA   (United States)

^b University of Miami   (United States)

^c Wenatchee Valley College   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79958133160     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409289.2011.538366     Document Type: Article

References (60)

1. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
2. Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821-843.
3. Bierman, K. L., Torres, M. M., Domitrovich, C. E., Welsh, J. A., & Gest, S. D. (2009). Behavioral and cognitive readiness for school: Cross-domain associations for children attending Head Start. Social Development, 18, 305-323.
4. Blair, C., & Peters, R. (2003). Physiological and neurocognitive correlates of adaptive behavior in preschool among children in Head Start. Developmental Neuropsychology, 24, 479-497.
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, 647-663.
6. Bracken, B. (1998). The Bracken Basic Concepts Scale-Revised. San Antonio, TX: The Psychological Corporation.
7. Brophy, M., Taylor, E., & Hughes, C. (2002). To go or not to go: Inhibitory control in "hard to manage" children. Infant and Child Development, 11, 125-140.
8. Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205-228.
9. Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273-293.
10. Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11, 302-306.
11. Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22, 489-510.
12. Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76, 247-263.
13. Chein, J. M., & Schneider, W. (2005). Neuroimaging studies of practice-related change: fMRI and meta-analytic evidence of a domain-general control network for learning. Cognitive Brain Research, 25, 607-623.
14. Chevalier, N., & Blaye, A. (2008). Cognitive flexibility in preschoolers: The role of representation, motivation, and maintenance. Developmental Science, 11, 339-353.
15. Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458-465.
16. Corbetta, M., & Shulman, G. L. (2002). Control of goal-directed and stimulus-driven attention in the brain. Nature Reviews Neuroscience, 3, 201-216.
17. 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, 2037-2078.
18. Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007, November 30). Preschool program improves cognitive control. Science, 318, 1387-1388.
19. Dominguez, X., & Greenfield, D. (2009). Learning behaviors mediating the effects of behavior problems on academic school readiness. NHSA Dialog, 12, 1-17.
20. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
21. Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121-138.
22. Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33, 467-480.
23. Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(3), 212-230.
24. Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology, 20(3), 109-122.
25. George, J., & Greenfield, D. B. (2005). Examination of a structured problem-solving flexibility task for assessing approaches to learning in young children: Relation to teacher ratings and children's achievement. Applied Developmental Psychology, 26, 69-84.
26. Greenfield, D. B. (1992). Manual for the oddity flexibility task. Miami, FL: University of Miami.
27. Greenfield, D. B. (2000). [Transition demonstration project]. Unpublished raw data.
28. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
29. Hoeksma, J. B., Oosterlaan, J., & Schipper, E. M. (2004). Emotion regulation and the dynamics of feelings: A conceptual and methodological framework. Child Development, 75, 354-360.
30. Hooper, S. R., Swartz, C. W., Wakely, M. B., de Kruif, R. E. L., & Montgomery, J. W. (2002). Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 35(1), 57-68.
31. Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children's kindergarten achievement. Early Education & Development, 14, 101-119.
32. Hughes, C., & Graham, A. (2002). Measuring executive functions in childhood: Problems and solutions? Child and Adolescent Mental Health, 7(3), 131-142.
33. Johnson, R. E., Chang, C.-H., & Lord, R. G. (2006). Moving from cognition to behavior: What the research says. Psychological Bulletin, 132, 381-415.
34. Kagan, S. L., Moore, E., & Bredekamp, S. (1995). Reconsidering children's early development and learning: Toward common views and vocabulary. Washington, DC: National Education Goals Panel.
35. Krull, J. L., & MacKinnon, D. P. (2001). Multilevel modeling of individual and group level mediated effects. Multivariate Behavioral Research, 36(2), 249-277.
36. 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(1), 102-124.
37. Loeb, S., Fuller, B., Kagan, S. L., & Carrol, B. (2004). Child care in poor communities: Early learning effects of type, quality, and stability. Child Development, 75, 47-65.
38. Lord, R. G., & Levy, P. E. (1994). Moving from cognition to action: A control theory perspective. Applied Psychology: An International Review, 43, 335-398.
39. McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307-329.
40. McDermott, P. A., Green, L. F., Francis, J. M., & Stott, D. H. (2000). Preschool learning behaviors scale. Philadelphia, PA: Edumetric and Clinical Science.
41. McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and validation of the Preschool Learning Behaviors Scale. Psychology in the Schools, 39, 353-365.
42. McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40, 633-645.
43. Morgan, G. A., MacTurk, R. H., & Hrncir, E. J. (1995). Mastery motivation: Overview, definitions, and conceptual issues. In R. H. MacTurk, & G. A. Morgan (Eds.), Mastery motivation: Origins, conceptualizations, and applications, (pp. 1-18). Norwood, NJ: Ablex.
44. National Institute of Child Health, & Human Development Early Child Care Research Network. (2003). Do children's attention processes mediate the link between family predictors and school readiness? Developmental Psychology, 39, 581-593.
45. National Institute of Child Health, & Human Development Early Child Care Research Network. (2005). Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41, 99-114.
46. Nigg, J. T., Quamma, J. P., Greenberg, M. T., & Kusché, C. A. (1999). A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children. Journal of Abnormal Child Psychology, 27, 51-63.
47. O'Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Education Research Journal, 44, 340-369.
48. Panter, J. E., & Bracken, B. A. (2009). Validity of the Bracken School Readiness Assessment for predicting first grade readiness. Psychology in the Schools, 46, 397-409.
49. Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37(1), 51-87.
50. Pessoa, L. (2009). How do emotion and motivation direct executive functions? Trends in Cognitive Sciences, 13, 160-166.
51. Poldrack, R. A., Wagner, A. D., Stanley, D., Phelps, E., & Banaji, M. (2008). The neural basis of implicit attitudes. Current Directions in Psychological Science, 17, 164-170.
52. Posner, M. I., Sheese, B. E., Odludas, Y., & Tang, Y. (2006). Analyzing and shaping human attentional networks. Neural Networks, 19, 1422-1429.
53. Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471-491.
54. Reynolds, A. J., & Temple, J. A. (2008). Cost-effective early childhood development programs from preschool to third grade. Annual Review of Clinical Psychology, 4, 109-139.
55. Riccio, C. A., Hall, J., Morgan, A., Hynd, G. W., Gonzalez, J. J., & Marshall, R. M. (1994). Executive functions and the Wisconsin Card Sorting Test: Relationship with behavioral ratings and cognitive ability. Developmental Neuropsychology, 10, 215-229.
56. Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2003). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9(4), 267-276.
57. Schaefer, B. A., & McDermott, P. A. (1999). Learning behavior and intelligence as explanations for children's scholastic achievement. Journal of School Psychology, 37, 299-313.
58. St.Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 745-759.
59. Welsh, M. C. (2002). Developmental and clinical variations in executive functions. In D. L. Molfese, & V. J. Molfese (Eds.), Developmental variations in learning (pp. 139-185). Mahwah, NJ: Erlbaum.
60. 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(1), 3-13.