III. DISTINGUISHING EXECUTIVE CONTROL FROM OVERLAPPING FOUNDATIONAL COGNITIVE ABILITIES DURING THE PRESCHOOL PERIOD.
III. DISTINGUISHING EXECUTIVE CONTROL FROM OVERLAPPING FOUNDATIONAL COGNITIVE ABILITIES DURING THE PRESCHOOL PERIOD.
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三．
DOI：
10.1111/mono.12270
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发表时间：
2016
影响因子：
9.5
通讯作者：
Espy,KA
中科院分区：
文献类型：
--
作者：
Nelson,JM;James,TD;Choi,H-J;Clark,CAC;Wiebe,SA;Espy,KA
Executive control (EC) is central for supporting the child to transition from a “wiggly, in the moment” preschooler to a self-regulated youngster who can navigate the increased expectations and demands of formal schooling. Therefore, determining when and how EC develops during the preschool period, how its development may be affected by malleable aspects of the child’s socio-familial environment, and its implications for important outcomes, such as psychopathology, are central issues in developmental science with substantive implications for policy and practice. These important developmental questions cannot be effectively addressed in the absence of a comprehensive, developmentally informed measurement approach that represents EC in a manner truest to its neural basis and resultant cognitive structure.(PsycINFO Database Record (c) 2017 APA, all rights reserved)
