Sleep development in preschool predicts executive functioning in early elementary school

2020 ◽  
Author(s):  
Annie Bernier ◽  
Catherine Cimon-Paquet ◽  
Émilie Tétreault
Keyword(s):  
Elementary School ◽  
Executive Functioning ◽  
Early Elementary ◽  
Early Elementary School

Attachment Security and Developmental Patterns of Growth in Executive Functioning During Early Elementary School

2017 ◽  
Vol 89 (3) ◽  
pp. e167-e182 ◽  
Author(s):  
Célia Matte-Gagné ◽  
Annie Bernier ◽  
Marie-Soleil Sirois ◽  
Gabrielle Lalonde ◽  
Sarah Hertz
Keyword(s):  
Elementary School ◽  
Executive Functioning ◽  
Attachment Security ◽  
Early Elementary ◽  
Developmental Patterns ◽  
Early Elementary School

Executive Functioning and Non-Verbal Intelligence as Predictors of Bullying in Early Elementary School

2013 ◽  
Vol 42 (6) ◽  
pp. 953-966 ◽  
Author(s):  
Marina Verlinden ◽  
René Veenstra ◽  
Akhgar Ghassabian ◽  
Pauline W. Jansen ◽  
Albert Hofman ◽  
...  
Keyword(s):  
Elementary School ◽  
Executive Functioning ◽  
Early Elementary ◽  
Verbal Intelligence ◽  
Early Elementary School

School readiness and achievement in early elementary school: Moderation by Students' temperament

2021 ◽  
Vol 74 ◽  
pp. 101265
Author(s):  
Carlos Valiente ◽  
Leah D. Doane ◽  
Sierra Clifford ◽  
Kevin J. Grimm ◽  
Kathryn Lemery-Chalfant
Keyword(s):  
Elementary School ◽  
School Readiness ◽  
Early Elementary ◽  
Early Elementary School

Children's understanding of homonyms

1995 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Andrea G. Backscheider ◽  
Susan A. Gelman
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Early Elementary ◽  
Early Elementary School ◽  
One To One ◽  
Metalinguistic Skills ◽  
Common Label

ABSTRACTPrevious tasks have shown that preschool and early elementary school-children typically have trouble learning and identifying homonyms (Peters & Zaidel, 1980; Mazzocco, 1989). It is possible that a one-to-one mapping assumption or a lack of metalinguistic skills makes homonym learning and identification particularly difficult. In three experiments we examined a total of 60 three-year-olds' ability to pick out homonym pairs, and the extent to which they realize that although homonyms share a common label, they represent two different categories. In Experiment 1 subjects were asked to identify homonym pairs. In Experiment 2, homonym pairs and non-homonym pairs were labelled, then children were asked whether the pairs had the same name, and whether they were the same kind of thing. In Experiment 3 children were shown one-half of each of several homonym and non-homonym pairs, then asked to identify a name match and a category match from a set of pictures. From these experiments we conclude that children have the metalinguistic skills necessary to identify homonym pairs; moreover, they realized that homonyms represent two different categories. Finally, if children have a one-to-one mapping assumption, it is not strong enough to prevent them from acquiring homonyms.

scholarly journals Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

2016 ◽  
Vol 87 (6) ◽  
pp. 1813-1824 ◽  
Author(s):  
Carol McDonald Connor ◽  
Stephanie L. Day ◽  
Beth Phillips ◽  
Nicole Sparapani ◽  
Sarah W. Ingebrand ◽  
...  
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Self Regulation ◽  
Semantic Knowledge ◽  
Reciprocal Effects ◽  
Early Elementary ◽  
Early Elementary School
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