School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.
about
The development of cognitive skills and gains in academic school readiness for children from low-income familiesThe developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school-age yearsTesting models of children's self-regulation within educational contexts: implications for measurementConclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do notThe effect of local violence on children's attention and impulse controlDoes the home environment and the sex of the child modify the adverse effects of prenatal exposure to chlorpyrifos on child working memory?Assessment of Hot and Cool Executive Function in Young Children: Age-Related Changes and Individual DifferencesAlerting, orienting, and executive attention: developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children.Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity SettingsChildren's Engagement within the Preschool Classroom and Their Development of Self-Regulation.Family Functioning and Externalizing Behaviour among Low-income Children: Self-regulation as a Mediator.The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions.Collateral benefits of the Family Check-Up on early childhood school readiness: indirect effects of parents' positive behavior support.Differences in neural activation between preterm and full term born adolescents on a sentence comprehension task: implications for educational accommodationsAllostasis and the human brain: Integrating models of stress from the social and life sciences.Emergence of the neural network for reading in five-year-old beginning readers of different levels of pre-literacy abilities: an fMRI study."GET-UP" study rationale and protocol: a cluster randomised controlled trial to evaluate the effects of reduced sitting on toddlers' cognitive developmentPopulation-level associations between preschool vulnerability and grade-four basic skills.Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure.Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates.Sleep Moderates the Association Between Response Inhibition and Self-Regulation in Early Childhood.Low-income children's self-regulation in the classroom: scientific inquiry for social change.An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms.Respiratory sinus arrhythmia as a non-invasive index of 'brain-heart' interaction in stress.Are all risks equal? Early experiences of poverty-related risk and children's functioning.Executive Function Buffers the Association between Early Math and Later Academic Skills.Poverty as a predictor of 4-year-olds' executive function: new perspectives on models of differential susceptibility.Age-related changes in error processing in young children: a school-based investigation.Toddler self-regulation skills predict risk for pediatric obesity.First-order theory of mind skills shortly after traumatic brain injury in 3- to 5-year-old children.Effect of Grade Retention in First Grade on Psychosocial Outcomes.Toddler Inhibitory Control, Bold Response to Novelty, and Positive Affect Predict Externalizing Symptoms in KindergartenChildren's executive function and high-calorie, low-nutrient food intake: mediating effects of child-perceived adult fast food intake.Maternal scaffolding and preterm toddlers' visual-spatial processing and emerging working memory.The role of prenatal substance exposure and early adversity on parasympathetic functioning from 3 to 6 years of age.Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.First-Year Maternal Employment and Child Development in the First Seven Years.Executive Function Skills of 6 to 8 Year Olds: Brain and Behavioral Evidence and Implications for School Achievement.Early elementary school adjustment of maltreated children in foster care: the roles of inhibitory control and caregiver involvementAn integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality
P2860
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P2860
School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.
description
2002 nî lūn-bûn
@nan
2002 թուականի Փետրուարին հրատարակուած գիտական յօդուած
@hyw
2002 թվականի փետրվարին հրատարակված գիտական հոդված
@hy
2002年の論文
@ja
2002年論文
@yue
2002年論文
@zh-hant
2002年論文
@zh-hk
2002年論文
@zh-mo
2002年論文
@zh-tw
2002年论文
@wuu
name
School readiness. Integrating ...... s functioning at school entry.
@ast
School readiness. Integrating ...... s functioning at school entry.
@en
School readiness. Integrating ...... s functioning at school entry.
@nl
type
label
School readiness. Integrating ...... s functioning at school entry.
@ast
School readiness. Integrating ...... s functioning at school entry.
@en
School readiness. Integrating ...... s functioning at school entry.
@nl
prefLabel
School readiness. Integrating ...... s functioning at school entry.
@ast
School readiness. Integrating ...... s functioning at school entry.
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School readiness. Integrating ...... s functioning at school entry.
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P1476
School readiness. Integrating ...... s functioning at school entry.
@en
P2093
Clancy Blair
P304
P356
10.1037//0003-066X.57.2.111
P577
2002-02-01T00:00:00Z