Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement

Por Bull, Rebecca, Espy, Kimberly Andrews, Wiebe, Sandra A., Sheffield, Tiffany D., Nelson, Jennifer Mize
Publicado em 2010

Contribution of reactive and proactive control to children's working memory performance: Insight from item recall durations in response sequence planning

Por Chevalier, Nicolas, James, Tiffany D., Wiebe, Sandra A., Nelson, Jennifer Mize, Espy, Kimberly Andrews
Publicado no Dev Psychol (2014)

The structure of executive function in 3-year-old children

Por Wiebe, Sandra A, Sheffield, Tiffany, Nelson, Jennifer Mize, Clark, Caron A C, Chevalier, Nicolas, Espy, Kimberly Andrews
Publicado em 2010

Underpinnings of the Costs of Flexibility in Preschool Children: The Roles of Inhibition and Working Memory

Por Chevalier, Nicolas, Sheffield, Tiffany D., Nelson, Jennifer Mize, Clark, Caron A. C., Wiebe, Sandra A., Espy, Kimberly Andrews
Publicado em 2012

Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool period

Por Clark, Caron A. C., Nelson, Jennifer Mize, Garza, John, Sheffield, Tiffany D., Wiebe, Sandra A., Espy, Kimberly Andrews
Publicado em 2014

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

Por Nelson, Timothy D., Nelson, Jennifer Mize, James, Tiffany D., Clark, Caron A.C., Kidwell, Katherine M., Espy, Kimberly Andrews
Publicado no Dev Psychol (2017)