Bringing together methods for studying EF (executive function) drawn from /developmental/educational and cognitive/neurophysiological perspectives, the goals of this school-based investigation include: 1) exploration of associations between laboratory-based measures of EF and school-based assessments of self-regulation and effortful control in school-aged children, 2) assessment of behavioral and neurological changes (through ERP measurements) in children?s executive functioning skills across the school transition, and examination of their prediction of achievement over time, 3) investigation of the impact of schooling on development of executive skills, and 4) identification of features of classroom instruction that are associated with the development of children?s EF skills.
Funding:
National Science Foundation
Funding Period:
07/01/2014 to 06/30/2018