[ { "key": "PV4GBJNJ", "version": 13, "library": { "type": "group", "id": 330174, "name": "Research Paper/Dafina", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/330174/items/PV4GBJNJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina/items/PV4GBJNJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2334700, "username": "dchisolm", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dchisolm", "type": "text/html" } } }, "creatorSummary": "Pasalich, Evan J. and Livesey, David J.", "parsedDate": "2010-06-05", "numChildren": 0 }, "data": { "key": "PV4GBJNJ", "version": 13, "itemType": "journalArticle", "title": "Performance on Stroop-like assessments of inhibitory control by 4- and 5-year-old children", "creators": [ { "creatorType": "author", "firstName": "Livesey, David S.", "lastName": "Pasalich, Evan J." }, { "creatorType": "author", "firstName": "", "lastName": "Livesey, David J." } ], "abstractNote": "The rapid development of an aspect of executive functioning (EF), inhibitory control (IC), between the ages of 3- and 5-years, leads to an increase in a child's capacity to suppress inappropriate responding and therefore activate the necessary resources to carry-out goal-directed activity (Psychological Bulletin, 1997, 121, 65–94). To measure EF in children, tasks administered clinically to adults are adapted. The Day–Night Stroop (DNS) is a pictorial modification of the Stroop Test (Journal of Experimental Psychology, 1935, 18, 642–662), developed for pre-literate children. Although suitable as a measure of IC in 3- to 4-year-old children, ceiling effects have been reported on the DNS in slightly older preschoolers. The present study attempted to overcome this limitation by examining the suitability of two modified versions of the DNS in 4- to 5-year-old preschoolers. To investigate the executive demands made by both Stroop-like tasks, their associations with another measure of IC (stop-signal task) and a measure of working memory were examined. Counter to expectations, no significant association was found in performance between the two Stroop-like tasks; however, the modified DNS developed in this study showed significant relationships with the other executive tasks. The results are discussed in relation to the different methodologies used by these Stroop measures. Implications of this study suggest that researchers should consider more test-specific factors when assessing EF in young children. Copyright © 2010 John Wiley & Sons, Ltd.", "publicationTitle": "Infant & Child Development", "publisher": "", "place": "", "date": "2010/05//May/Jun2010", "volume": "19", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "252-263", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Infant & Child Development", "DOI": "10.1002/icd.667", "citationKey": "", "url": "http://proxy-bc.researchport.umd.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=50316739&site=ehost-live&scope=site", "accessDate": "2015-02-23T16:08:40Z", "PMID": "", "PMCID": "", "ISSN": "15227227", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "KHT5PJ2C" ], "relations": {}, "dateAdded": "2015-02-23T21:35:36Z", "dateModified": "2015-02-23T21:35:36Z" } }, { "key": "T2J7TQFS", "version": 11, "library": { "type": "group", "id": 330174, "name": "Research Paper/Dafina", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/330174/items/T2J7TQFS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina/items/T2J7TQFS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2334700, "username": "dchisolm", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dchisolm", "type": "text/html" } } }, "creatorSummary": "Zimmerman, Barry J.", "parsedDate": "1974-12", "numChildren": 0 }, "data": { "key": "T2J7TQFS", "version": 11, "itemType": "journalArticle", "title": "Modification of Young Children's Grouping Strategies: The Effects of Modeling, Verbalization, Incentives, and Age", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Zimmerman, Barry J." } ], "abstractNote": "The effects of a model's grouping strategy and explanations were studied with 3-, 4-, and 5-year-old children. Brief observation of the model was effective in creating significant generalization and retention of a size-dimension grouping strategy. The model's explanations significantly assisted acquisition; however, incentives failed to improve performance. The child's age influenced performance; 3- and 4-year-old children who were exposed to a model's size-dimension grouping responses were unable to group stimuli according to an initially used object-identity dimension. 5-year-olds could use both dimensions. However, a special training procedure in which the model grouped according to both stimulus dimensions did teach 4-year-olds successfully to utilize both grouping strategies together.", "publicationTitle": "Child Development", "publisher": "", "place": "", "date": "December 1974", "volume": "45", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "1032-1041", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Child Development", "DOI": "10.1111/1467-8624.ep12116979", "citationKey": "", "url": "http://proxy-bc.researchport.umd.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=12116979&site=ehost-live&scope=site", "accessDate": "2015-02-23T16:19:08Z", "PMID": "", "PMCID": "", "ISSN": "00093920", "archive": "", "archiveLocation": "", "shortTitle": "Modification of Young Children's Grouping Strategies", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "KHT5PJ2C" ], "relations": {}, "dateAdded": "2015-02-23T21:30:17Z", "dateModified": "2015-02-23T21:30:17Z" } }, { "key": "9KEJAAH5", "version": 9, "library": { "type": "group", "id": 330174, "name": "Research Paper/Dafina", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/330174/items/9KEJAAH5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina/items/9KEJAAH5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2334700, "username": "dchisolm", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dchisolm", "type": "text/html" } } }, "creatorSummary": "Zhe, Chen", "parsedDate": "2000-04", "numChildren": 0 }, "data": { "key": "9KEJAAH5", "version": 9, "itemType": "journalArticle", "title": "VIII. Individual Differences in Learning", "creators": [ { "creatorType": "author", "firstName": "Siegler, Robert S.", "lastName": "Zhe, Chen" } ], "abstractNote": "Investigates the individual differences in the learning strategies used by toddlers in the toy retrieval task. Information on the changes in the strategies used by children; Details on the changes in the use of target tool among toddlers; Factors that affected the learning strategy of children.", "publicationTitle": "Monographs of the Society for Research in Child Development", "publisher": "", "place": "", "date": "April 2000", "volume": "65", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "69", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Monographs of the Society for Research in Child Development", "DOI": "", "citationKey": "", "url": "http://proxy-bc.researchport.umd.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=4521667&site=ehost-live&scope=site", "accessDate": "2015-02-23T16:21:30Z", "PMID": "", "PMCID": "", "ISSN": "0037976X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "KHT5PJ2C" ], "relations": {}, "dateAdded": "2015-02-23T21:26:28Z", "dateModified": "2015-02-23T21:26:28Z" } }, { "key": "R3G755I3", "version": 7, "library": { "type": "group", "id": 330174, "name": "Research Paper/Dafina", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/330174/items/R3G755I3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina/items/R3G755I3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2334700, "username": "dchisolm", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dchisolm", "type": "text/html" } } }, "creatorSummary": "Zimmerman, Barry J.", "parsedDate": "1990-03", "numChildren": 0 }, "data": { "key": "R3G755I3", "version": 7, "itemType": "journalArticle", "title": "Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use", "creators": [ { "creatorType": "author", "firstName": "Martinez-Pons, Manuel", "lastName": "Zimmerman, Barry J." } ], "abstractNote": "Forty-five boys and 45 girls of the 5th, 8th, and 11th grades from a school for the academically gifted and an identical number from regular schools were asked to describe their use of 14 self-regulated learning strategies and to estimate their verbal and mathematical efficacy. The groups of students from both schools included Whites, Blacks, Hispanics, and Asians. Students came from middle-class homes. Gifted students displayed significantly higher verbal efficacy, mathematical efficacy, and strategy use than regular students. In general, 11th-grade students surpassed 8th graders, who in turn surpassed 5th graders on the three measures of self-regulated learning. Students' perceptions of both verbal and mathematical efficacy were related to their use of self-regulated strategies. Evidence of relations between students' strategic efforts to learn and perceptions of academic self-efficacy is concordant with a triadic view of self-regulatory learning. (PsycINFO Database Record (c) 2013 APA, all rights reserved)", "publicationTitle": "Journal of Educational Psychology", "publisher": "", "place": "", "date": "March 1990", "volume": "82", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "52-59", "series": "Special Section: Motivation and efficacy in education: Research and new directions.", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Educational Psychology", "DOI": "10.1037/0022-0663.82.1.51", "citationKey": "", "url": "http://proxy-bc.researchport.umd.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1990-21082-001&site=ehost-live&scope=site", "accessDate": "2015-02-19T16:50:51Z", "PMID": "", "PMCID": "", "ISSN": "0022-0663", "archive": "", "archiveLocation": "", "shortTitle": "Student differences in self-regulated learning", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "KHT5PJ2C" ], "relations": {}, "dateAdded": "2015-02-19T18:34:31Z", "dateModified": "2015-02-19T18:34:31Z" } }, { "key": "WWVG7HDF", "version": 4, "library": { "type": "group", "id": 330174, "name": "Research Paper/Dafina", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/330174/items/WWVG7HDF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_paperdafina/items/WWVG7HDF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2334700, "username": "dchisolm", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dchisolm", "type": "text/html" } } }, "creatorSummary": "Bong", "parsedDate": "2009-11", "numChildren": 0 }, "data": { "key": "WWVG7HDF", "version": 4, "itemType": "journalArticle", "title": "Age-related differences in achievement goal differentiation", "creators": [ { "creatorType": "author", "firstName": "Mimi", "lastName": "Bong" } ], "abstractNote": "Validity of the 2 × 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement goals of these young students were strongly correlated with each other, regardless of the goal definition or valence. The correlation became increasingly weaker with the increasing age of the respondents. Students in Grades 1–4 endorsed a mastery-approach goal most strongly, but those in Grades 5–9 endorsed a performance-approach goal. Performance-avoidance and mastery-avoidance goals received significantly lower average ratings than did the 2 approach goals in all age groups. Whereas both mastery-approach and performance-approach goals correlated positively with self-efficacy, strategy use, and performance in math, only the performance-approach goal correlated positively with anxiety. Anxiety also correlated positively with the 2 avoidance goals. A performance-avoidance goal further demonstrated positive correlation with help-seeking avoidance, whereas a mastery-avoidance goal did so with strategy use. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)", "publicationTitle": "Journal of Educational Psychology", "publisher": "", "place": "", "date": "November 2009", "volume": "101", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "879-896", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Educational Psychology", "DOI": "10.1037/a0015945", "citationKey": "", "url": "http://proxy-bc.researchport.umd.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2009-19591-009&site=ehost-live&scope=site", "accessDate": "2015-02-19T16:57:48Z", "PMID": "", "PMCID": "", "ISSN": "0022-0663", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic Achievement Adolescent Development Age Differences Avoidance Elementary School Students Goals achievement goals adolescence goal differentiation mastery avoidance middle school students" } ], "collections": [ "KHT5PJ2C" ], "relations": {}, "dateAdded": "2015-02-19T17:32:35Z", "dateModified": "2015-02-19T17:32:35Z" } } ]