Ackerman, D. J., Friedman-Krauss, A. H. (2017). Preschoolers’ executive function: Importance, contributors, research needs and assessment options.
ETS Research Report Series, RR-17-22.
doi:10.1002/ets2.12148
Ahmadi kamarposhti, A., Ebrahimi Qavam Abadi, S., alizadeh, H., delavar, A., Farookhi, N. (2019). Mathematics prediction on the basis of executive functions in normal 4th grade children. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 169-187).In Persian(
Anderson, A., and Bavelier, D. (2011). Action game play as a tool to enhance perception, attention and cognition. in Computer Games and Instruction. Eds S. Tobias, & J. D. Fletcher, (Charlotte, NC: IAP Information Age Publishing), 307-329.
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1817.
Cadavid-Ruiz, N., Quijano-Martínez, M. C., Tenorio, M., and Rosas, R. (2014). El juego como vehículo para mejorar las habilidades de lectura en niños con dificultad lectora. Pensamiento Psicológico, 12, 23-38.
Chiu, E. C., Wu, W. C., Hung, J. W., Tseng, Y. H. (2018). Validity of the Wisconsin Card Sorting Test in patients with stroke. Disability and rehabilitation, 40(16), 1967-1971.
Choobdari, A., Alizadeh, H., Sharifi Daramadi, P., Asgari, M. (2020). The effectiveness of executive functions program on performance of verbal working memory in students with visual impairment. Biquarterly Journal of Cognitive Strategies in Learning, 8(14), 95-110. )In Persian(
Fatahi Andabil, A., Saberi, H., & kazemi kavaki, A. (2020). The Effectiveness of Neurofeedback and " Transcranial Direct Current Stimulation" on the Executive Function of Response Inhibition of Boys 6 to 11 years with Attention Deficit- Hyperactivity Disorder. Journal of Health Promotion Management, 9(3), 49-60. )In Persian(
Fonseca, M. (2017).
Smoothing out the bumps of transitioning to kindergarten. (AEM: Professional Development Grant: Preschool Development Grants Technical Assistance.) Retrieved from
https://pdg.grads360.org/#program.
Grant, D. A., & Berg, E. (1948). A behavioral analysis of degree of reinforcement and ease of shifting to new responses in Weigl-type card-sorting problem. Journal of Experimental Psychology, 38, 404-411.
Homer, B., Plass, J. L., Rose, M. C., MacNamara, A. P., Pawar, S., Ober, T. M. (2019). Activating adolescents’ “hot” executive functions in a digital game to train cognitive skills: The effects of age and prior abilities. Cognitive Development, 49, 20-32.
Howard, S. J., Vasseleu, E. (2020). Self-regulation and executive function longitudinally predict advanced learning in preschool. Frontiers in Psychology, 11, 49-55.
Keown, L. J., Franke, N., Triggs, C. M. (2020). An evaluation of a classroom-based intervention to improve executive functions in 4-year old children in New Zealand. Early Childhood Education Journal, 48(5), 1-11.
Kessels, R. P., Postma, A. (2018). The Box Task: A tool to design experiments for assessing visuospatial working memory. Behavior research methods, 50(5), 1981-1987.
Kiko Thinking Time (2015). Brain fit group Pte Ltd
Kolnik, S. (2016). Predicting school readiness: Executive functions, problem behaviors and theory of mind in preschoolers. A dissertation submitted to the faculty of the University of Miami in partial fulfillment of the requirements for the degree of Doctor of Philosophy
Lin, B., Liew, J., Perez, M. (2019). Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly, 47, 1-8.
Mann, T. D., Hund, A. M., Hesson‐McInnis, M. S., Roman, Z. J. (2017). Pathways to school readiness: Executive functioning predicts academic and social–emotional aspects of school readiness. Mind, Brain, and Education, 11(1), 21-31.
Mirzamani S. (2013). Psychometric properties of the Berken school readiness assessment test (Third Edition). Master thesis, Measurement, Islamic Azad University of Tehran. 1-186).In Persian)
Montoya, M. F., Susperreguy, M. I., Dinarte, L., Morrison, F., Martín, E. S., Rojas-Barahona, C. A., Förste, C. E. (2018). Executive function in Chilean preschool children: Do short-termmemory, working memory, and response inhibition contributedifferentially to early academic skills?, Early Childhood Research Quarterly, 18, 1-14.
Morgan, P. L., Farkas, G., Wang, Y., Hillemeier, M. M., Oh, Y., Maczuga, S. (2019). Executive function deficits in kindergarten predict repeated academic difficulties across elementary school
. Early Childhood Research Quarterly, 46, 20-32.
https://doi.org/10.1016/j.ecresq.2018.06.009
Nguyen, T., Duncan, G. J. (2019). Kindergarten components of executive function and third grade achievement: A national study. Early Childhood Research Quarterly, 46, 49-61.
Panter, J. E., Bracken, B. A. (2009). Validity of the Bracken School Readiness Assessment for predicting first grade readiness. Psychology in the Schools, 46(5), 397-409.
Parong, J., Mayer, R. E., Fiorella, L., MacNamara, A., Homer, B. D., Plass, J. L. (2017). Learning executive function skills by playing focused video games. Contemporary Educational Psychology, 51, 141-151.
Plass, J. L., Homer, B. D., Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism.
Child Development, 82(1), 362-378.
https://doi.org/10.1111/j.1467-8624.2010.01561.x
Rosas, R., Espinoza, V., Porflitt, F., Ceric, F. (2019). Executive functions can be improved in preschoolers through systematic playing in educational settings: Evidence from a longitudinal study”. Frontiers in psychology, 10, 2024, 1-12.
Schulz, K. P., Fan, J., Magidina, O., Marks, D. J., Hahn, B., Halperin, J. M. (2007). Does the emotional go/no-go task really measure behavioral inhibition?: Convergence with measures on a non-emotional analog. Archives of Clinical Neuropsychology, 22(2), 151-160. https://doi.org/10.1016/j.acn.2006.12.001
Stevenson, W. A. (2019). Examining school readiness. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at the University of Kentucky.
Swayze, M., Dexter, C. (2018). Working memory and school readiness in preschoolers. Contemporary School Psychology, 22(3), 313-323.
Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., and Klingberg, T. (2009). Training and transfer effects of executive functions in preschoolchildren, Developmental Science. 12, 106-113.
Traverso, L., Viterbori, P., Usai, M. C. (2019). Effectiveness of an executive function training in Italian preschool educational services and far transfer effects to pre-academic skills. Frontiers in psychology, 10:2053, 1-13.
Vitiello, V. E., Greenfield, D. B., Munis, P., George, J. L. (2011). Cognitive flexibility, approaches to learning, and academic school readiness in Head Start preschool children. Early Education & Development, 22(3), 388-410.
Wangkawan, T., Lai, C., Munkhetvit, P., Yung, T., Chinchai, S. (2020). The Development and Psychometric Properties of the Visuospatial Working Memory Assessment (VWMA) for Children. Occupational therapy international, 1-10.
Wodka, E. L., Mark Mahone, E., Blankner, J. G., Gidley Larson, J. C., Fotedar, S., Denckla, M. B., Mostofsky, S. H. (2007). Evidence that response inhibition is a primary deficit in ADHD. Journal of Clinical and Experimental Neuropsychology, 29(4), 345-356.