Age- and schooling-related effects on executive functions in young children: A natural experiment

Marie S. Burrage; Claire Cameron Ponitz; Elizabeth A. McCready; Priti Shah; Brian C. Sims; Abigail M. Jewkes; Frederick J. Morrison

doi:10.1080/09297040701756917

Age- and schooling-related effects on executive functions in young children: A natural experiment

Marie S. Burrage
, Claire Cameron Ponitz
, Elizabeth A. McCready
, Priti Shah
, Brian C. Sims
, Abigail M. Jewkes
, Frederick J. Morrison

Learning and Instruction

University of Michigan, Ann Arbor
University of Massachusetts Boston
North Carolina, A and T State University
City University of New York

Research output: Contribution to journal › Article › peer-review

86 Scopus citations

Abstract

We employed a cutoff design in order to examine age- and schooling-related effects on executive functions. Specifically, we looked at development of working memory and response inhibition over the period of 1 school year in prekindergarten and kindergarten students born within 4 months of each other. All children improved on executive function and word-decoding tasks from the beginning to the end of the year. Additionally, we found prekindergarten- and kindergarten-schooling effects for the working memory and word-decoding tasks (p <.05), and a trend-level prekindergarten-schooling effect for the response inhibition task (p <.10).

Original language	English
Pages (from-to)	510-524
Number of pages	15
Journal	Child Neuropsychology
Volume	14
Issue number	6
DOIs	https://doi.org/10.1080/09297040701756917
State	Published - 2008

Keywords

Cognitive development
Early schooling
Executive functions
Response inhibition
School cutoff method
Working memory
Young children

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10.1080/09297040701756917

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abstract = "We employed a cutoff design in order to examine age- and schooling-related effects on executive functions. Specifically, we looked at development of working memory and response inhibition over the period of 1 school year in prekindergarten and kindergarten students born within 4 months of each other. All children improved on executive function and word-decoding tasks from the beginning to the end of the year. Additionally, we found prekindergarten- and kindergarten-schooling effects for the working memory and word-decoding tasks (p <.05), and a trend-level prekindergarten-schooling effect for the response inhibition task (p <.10).",

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AU - Jewkes, Abigail M.

AU - Morrison, Frederick J.

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AB - We employed a cutoff design in order to examine age- and schooling-related effects on executive functions. Specifically, we looked at development of working memory and response inhibition over the period of 1 school year in prekindergarten and kindergarten students born within 4 months of each other. All children improved on executive function and word-decoding tasks from the beginning to the end of the year. Additionally, we found prekindergarten- and kindergarten-schooling effects for the working memory and word-decoding tasks (p <.05), and a trend-level prekindergarten-schooling effect for the response inhibition task (p <.10).

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KW - Early schooling

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KW - Response inhibition

KW - School cutoff method

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Age- and schooling-related effects on executive functions in young children: A natural experiment

Abstract

Keywords

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