VIDBE-Q Volume 67 Issue 3
Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive
function and academic achievement from ages 5 to 17 in a large,
representative national sample. Learning and Individual Differences, 21(4),
327-336. DOI: 10.1016/j.lindif.2011.01.007
Blair, C. & Raver, C. C. (2012). Individual development and evolution:
Experiential canalization of self-regulation. Developmental Psychology,
48(3), 647-657. DOI: 10.1037/a0026472
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(2), 647-663.
Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The
contributions of 'hot' and 'cool' executive function to children's academic
achievement, learning-related behaviors, and engagement in kindergarten.
Early Childhood Research Quarterly, 24, 337-349. DOI:
10.1016/j.ecresq.2009.06.001
