# data[].attributes.body
As we are given topics for the applied scenario does this mean they won’t be in the normal essay questions?

# data[].attributes.body
When do we get the applied scenario topics?

# data[].attributes.body
Could multiple questions about one topic come up? or would a topic just come up once.

# data[].attributes.headline
Would be best if covered at the start & at the end 

# data[].attributes.subject
Would be best if covered at the start & at the end 

# data[].attributes.body
Do we have to give a citation for definitions or can we just write one ourselves from our general understanding?

# data[].attributes.headline
So when do we get the applied scenario topics etc?

# data[].attributes.subject
So when do we get the applied scenario topics etc?

# data[].attributes.body
If applied scenarios are asking us to make a leaflet, do we need to format our answer like this? or just provide the text that would go on the leaflet?

# data[].attributes.headline
At the start, so we know what to expect and can start independent revision as we go through the lectures - I find this the most helpful

# data[].attributes.subject
At the start, so we know what to expect and can start independent revision as we go through the lectures - I find this the most helpful

# data[].attributes.body
A brief 10 minute overview in the first lecture then a session like this at the end

# data[].attributes.headline
I think this has already been covered, but I'm a little confused. So, do we get the exam questions prior to the exam? If so, how far in advance do we get these?

# data[].attributes.subject
I think this has already been covered, but I'm a little confused. So, do we get the exam questions prior to the exam? If so, how far in advance do we get these?

# data[].attributes.body
just checking we don't need a bibliography for either the essay OR scenarios? Just in text citations?

# data[].attributes.body
at the start so you can have it in your mind as you're going through lectures

# data[].attributes.body
At the end of the module

# data[].attributes.body
Do you recommend using these for structure?

# data[].attributes.headline
Will we get marked down for referring to e.g. ADHD as a neurodevelopmental disorder, or do you want us to stick to neurodevelopmental difference?

# data[].attributes.subject
Will we get marked down for referring to e.g. ADHD as a neurodevelopmental disorder, or do you want us to stick to neurodevelopmental difference?

# data[].attributes.body
When is the exam? or when do we get our exam timetables?

# data[].attributes.body
Is there still an equal chance that the applied scenario topics may be used for essay questions?

# data[].attributes.headline
when will the exam timetable be released 

# data[].attributes.subject
when will the exam timetable be released 

# data[].attributes.body
Will we be getting applied scenario topics as last years are uploaded?

# data[].attributes.body
Are the essay and the scenario equally weighted?

# data[].attributes.headline
Do you recommend spending an hour on each question or longer on the essay?

# data[].attributes.subject
Do you recommend spending an hour on each question or longer on the essay?

# data[].attributes.headline
once we submit our essay can we re submit during the 2.5 hours 

# data[].attributes.subject
once we submit our essay can we re submit during the 2.5 hours 

# data[].attributes.body
If we cite a paper that has not been covered in the lecture, are we required to provide a reference for it?

# data[].attributes.body
Is the exam 2 hours, + 30 minutes for upload time, or is it 2 hours 30 minutes + 30 minutes upload time?

# data[].attributes.headline
Hello, Is this a take home exam or in an invigilated room with pc?

# data[].attributes.subject
Hello, Is this a take home exam or in an invigilated room with pc?

# data[].attributes.body
What counts as wider reading? If I read the core and recommended reading in greater detail does that count as wider reading or does it have to be content that has not been covered at all during the lectures?

# data[].attributes.body
Reading week

# data[].attributes.body
speed of processing slow so may not respond to their name

# data[].attributes.body
preterm babies have a smaller brain size- may be linked to less development in sensorimotor areas.

# data[].attributes.body
Motor problems, visuo-spatial impairments, speed of processing

# data[].attributes.body
Child not developed in utero to full term so may be overwhelmed by the environment and more likely to feel sensory overload

# data[].attributes.body
Attentional lapses could cause child to move onto something else rather than showing parent what they made

# data[].attributes.headline
children pre-term are physically smaller. may struggle with walking because of that

# data[].attributes.subject
children pre-term are physically smaller. may struggle with walking because of that

# data[].attributes.body
Results not adjusted for multiple comparisons. More open to type 1 errors

# data[].attributes.body
Test to see which areas of the cerebellum or BG were activated through tasks to better understand functions and see differences

# data[].attributes.body
Tasks need to be consistent across studies.

Same diagnostic tests and cutoff scores across multiple studies

# data[].attributes.body
Use more advanced neuroimaging techniques such as DTI

# data[].attributes.body
Samples are small and non-homogenous

# data[].attributes.body
many authors didn’t check for comorbidity of other disorders.

Should include more homogenous subtypes of DCD, so excluding ppts with ASD, ADHD, DD and SLI will help distinguish the unique brain characteristics of DCD

# data[].attributes.body
1. Too few mri studies - used more advanced neuorimaging techniques at resting stage or during studies

2. Samples are too small and non-homogenous > include more homogenous with strict inclusion criteria for DCD and TD

3. Chose not to look for co-morbidities other than usual ones - take into account SLI and DD

4. Cluster sizes below 50 - recruit more people and pay careful attention to imaging data

# data[].attributes.body
samples are too small

# data[].attributes.body
There not being a strict enough criteria for the diagnosis of DCD

include a stricter criteria for the diagnosis of the disorder and only including these participants

# data[].attributes.body
individual brain changes across participants over time

# data[].attributes.body
Since ADHD seems to vary per individual, and isn't really set in stone as to what symptoms one may show, would ADHD then classify as a spectrum disorder, like autism?
What are some examples of disorders that are not a spectrum disorder, as there are many which do vary per individual?

# data[].attributes.body
visuo-spatial working memory is significantly impaired whereas verbal working memory has a smaller effect

# data[].attributes.body
signal detection

# data[].attributes.body
spatial working memory
Signal detecting

# data[].attributes.body
Spatial working memory, inhibition

# data[].attributes.body
Spatial working memory
Signal Detection arousal
Response suppression

# data[].attributes.body
spatial working memory

# data[].attributes.body
inability to ignore distracting stimuli would seemingly be impaired in some people with ADHD

# data[].attributes.headline
Thank u that was acc a rlly interesting lecture :)

# data[].attributes.subject
Thank u that was acc a rlly interesting lecture :)

# data[].attributes.body
Why are brain areas which are used for the same function, e.g. talking, located around different regions of the brain?
Why can't they all be located in just one area of the brain, is it an evolutionary or adaptive purpose?

# data[].attributes.body
Are there any sex differences in EF development, e.g are the differences between boys and girls smaller than during puberty/ are there any differences at all?

# data[].attributes.headline
if white matter is the connections, and the development is all about changing connections, then why is grey matter the last to keep developing, why is it not all about the white matter?

# data[].attributes.subject
if white matter is the connections, and the development is all about changing connections, then why is grey matter the last to keep developing, why is it not all about the white matter?

# data[].attributes.body
if white matter increases throughout childhood and adulthood, why is it non linear?

# data[].attributes.headline
can you repeat the bit about in childhood its about where the brain areas are but in adulthood its about where the connections are

# data[].attributes.subject
can you repeat the bit about in childhood its about where the brain areas are but in adulthood its about where the connections are

# data[].attributes.headline
Executive functioning skills and their environmental predictors among preschool-aged children in South Africa and The Gambia

# data[].attributes.subject
Executive functioning skills and their environmental predictors among preschool-aged children in South Africa and The Gambia

# data[].attributes.body
Milosavljevic, B., Cook, C. J., Fadera, T., Ghillia, G., Howard, S. J., Makaula, H., Mbye, E., McCann, S., Merkley, R., Mshudulu, M., Saidykhan, M., Touray, E., Tshetu, N., Elwell, C., Moore, S. E., Scerif, G., Draper, C. E., & Lloyd-Fox, S. (2023). Executive functioning skills and their environmental predictors among pre-school aged children in South Africa and The Gambia. Developmental Science, 00, e13407. https://doi.org/10.1111/desc.13407

Examined EFs among children aged 3-5yo in South Africa(SA) and The Gambia & explored shared and distinct predictors of EF. SA sample N = 243,  of which 51.9% female; TG sample N = 171, 59.7% female. EF, working memory, inihibitory control, and cognitive flexibility all testing utilising tablet-based tasks (potential for cultural incompatibility where tablets are not widely utilised). Association between EF performance and family enrichment factors and socioeconomic status assessed.

Participants in SA scored higher on all EF tasks, but children in both sites predominantly scored within the expected range for their age. No association between EFs and household or familial variables in SA, except for a trend-level association between caregiver education and CF.

# data[].attributes.headline
Cultural variation in cognitive flexibility reveals diversity in the development of executive functions

# data[].attributes.subject
Cultural variation in cognitive flexibility reveals diversity in the development of executive functions

# data[].attributes.body
Sample:

Three- to 5-year-old English-speaking U.S. children and Tswana-speaking South African children completed two distinct language-processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test.

Findings:

'U.S. and South African children did not differ in word-learning flexibility but showed similar age-related increases. In contrast, U.S. preschoolers showed an age-related increase in rule-switching flexibility but South African children did not' (Legare et al., 2018)

'The finding show rule-switching flexibility might be more dependent upon particular kinds of cultural experiences, whereas word-learning flexibility is less cross-culturally variable' (Legare et al., 2018)

# data[].attributes.body
Chinese pre-school children outperform US kids on EF tasks but there was no difference in theory of mind scores if verbal ability. Could be due to sociocultural and genetic factors- Chinese parents expect children as young as 2 to master impulse control whereas they do not in the US.
inhibition is taught and controlled much younger in China.
Sabbagh et al., 2006.

# data[].attributes.headline
Similarities and differences across countries in the development of executive functions in children: A systematic review

# data[].attributes.subject
Similarities and differences across countries in the development of executive functions in children: A systematic review

# data[].attributes.body
Katharina Schirmbeck, Nirmala Rao, Claudia Maehler

First published: 07 January 2020

https://doi.org/10.1002/icd.216

Sample 4418 publications with two variables of interest: (a) Assessment of at least one facet of EF (inhibition, updating, shifting) in populations of children or adolescents and (b) a comparison across cultures—to be precise, a comparison between two or more countries within one study.

The research that have been evaluated clearly demonstrated that cultural context influences EF development. There were similarities and variances in the developing patterns of EF across countries.

# data[].attributes.headline
investigating the relationship between EF components and academic achievement in Chinese and American preschoolers

# data[].attributes.subject
investigating the relationship between EF components and academic achievement in Chinese and American preschoolers

# data[].attributes.body
Found that Chinese children outperformed American children on inhibition and attention control but working memory was comparable. The relationship between EF and academic achievement was also comparable and working memory uniquely predicted academic achievement

Xuezhao Lan, Cristine H. Legare, Claire Cameron Ponitz, Su Li, Frederick J. Morrison,
Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers,
Journal of Experimental Child Psychology,
Volume 108, Issue 3,
2011

# data[].attributes.headline
Assessing executive functions in Brazilian children: A critical review of available tools

# data[].attributes.subject
Assessing executive functions in Brazilian children: A critical review of available tools

# data[].attributes.body
Guerra, A., Hazin, I., Siebra, C., Rezende, M., Silvestre, I., Gall, D. L., & Roy, A. (2020). Assessing executive functions in Brazilian children: A critical review of available tools. Applied Neuropsychology. Child, 11(2), 184–196. https://doi.org/10.1080/21622965.2020.1775598

identified 37 assessment measures through a systematic review. Some performance-based tests for assessing working memory and inhibition were identified. However, there is a lack of rating measures and instruments to assess flexibility and planning in clinical practice. The research retrieved 7,470 potentially relevant articles. After duplicates removal and screening by two authors, 406 studies met the inclusion criteria for a detailed evaluation. In total, 357 papers were excluded from the review

# data[].attributes.headline
Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom

# data[].attributes.subject
Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom

# data[].attributes.body
Ellefson, M. R., Zachariou, A., Ng, F. F. Y., Wang, Q., & Hughes, C. (2020). Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. Journal of Experimental Child Psychology, 194, 104734.
835 children
associations among SES, EF, and numeracy skills may be culture specific

# data[].attributes.body
Schirmbeck et al. Contrasting executive function development among primary school children from Hong Kong and Germany. (2021)
A cross-sectional pilot study was carried out to assess EF development in primary age kids in Hong Kong and Germany. It was to look further into previous research that suggested East Asian children had a development lead compared to children from the USA, Canada and UK in earlier childhood. This study wanted to see if this is also the case in middle childhood. The country representing the West here was Germany and the region representing the East was Hong Kong. The study didn’t find any significant interactions between age, region and EF performance in primary school kids. The researchers suggest that it could be due to characteristics specific to Hong Kong and Germany, however I’m not sure if these findings contradict previous ones that indicate a development lead for some kids in Eastern countries (unsure which countries) or if they do not contradict since may be there was a development lead at an earlier age???

# data[].attributes.headline
topic:Theory of Mind and Executive Function in Chinese Preschool Children

# data[].attributes.subject
topic:Theory of Mind and Executive Function in Chinese Preschool Children

# data[].attributes.body
Duh, S., Paik, J. H., Miller, P. H., Gluck, S. C., Li, H., & Himelfarb, I. (2016). Theory of mind and executive function in Chinese preschool children. Developmental Psychology, 52(4), 582–591. https://doi.org/10.1037/a0040068

Sample: 997 Chinese preschoolers (ages 3, 4, 5) in Chengdu, China

- appearance of certain EFs developed before US children and vice versa
-

# data[].attributes.headline
The development of executive functioning and theory of mind. A comparison of Chinese and U.S. preschoolers

# data[].attributes.subject
The development of executive functioning and theory of mind. A comparison of Chinese and U.S. preschoolers

# data[].attributes.body
Sample:
109 preschoolers from Beijing
107 preschoolers from the US

Task:
Administered executive functioning tasks - Chinese preschoolers' performance was compared to US preschoolers

Findings:
Chinese preschoolers outperformed US preschoolers on all executive functioning tasks; interesting to note, US preschoolers had better performance on Theory of Mind reasoning tasks

Reference:
Sabbagh M, A., Xu F., Carlson S, M., Moses L, J., Lee K. (2006). The development of executive functioning and theory of mind. A comparison of Chinese and U.S. preschoolers. Psychol Sci. 17(1). pp-74-81. https://doi.org/10.1111/j.1467-9280.2005.01667.x

# data[].attributes.headline
Do we think alike? A cross-cultural study of executive functioning 

# data[].attributes.subject
Do we think alike? A cross-cultural study of executive functioning 

# data[].attributes.body
Kelkar , A. S., Hough, M. S., & Fang , X. (2013). Do we think alike? A cross-cultural study on executive functioning. Culture and brain, 1, 118-137.

Investigated how East & West cultures differ on cognitive and communication skills, verbal reasoning and executive functioning skills.

Main effect of culture was determined.

# data[].attributes.headline
Associations between early life adversity and executive function in children adopted internationally from orphanages

# data[].attributes.subject
Associations between early life adversity and executive function in children adopted internationally from orphanages

# data[].attributes.body
In this study, we report EF performance 1 y after adoption in 2.5- to 4-y-old children who had experienced institutional care in orphanages overseas compared with a group of age-matched nonadopted children. To our knowledge, this is the youngest age and the soonest after adoption that reduced EF performance has been shown using laboratory measures in this population.

# data[].attributes.body
Howard, S. J., Cook, C. J., Everts, L., Melhuish, E., Scerif, G., Norris, S., Twine, R., Kahn, K., & Draper, C. E. (2020). Challenging socioeconomic status: A cross-cultural comparison of early executive function. Developmental Science, 23(1), 1–9. https://doi.org/10.1111/desc.12854

Despite inferences based upon national research suggesting that higher SES would equate to earlier EF function. Participants were 1,092 3–5‐year old children attending pre‐school from low‐ , middle‐ and high SES
contexts. Some children from lower SES out performed those from middle or high SES backgrounds showing that national results may not represent cross-cultural results

# data[].attributes.headline
Assessing executive functions in Brazilian children: A critical review of available tools

# data[].attributes.subject
Assessing executive functions in Brazilian children: A critical review of available tools

# data[].attributes.body
Reference: Amanda Guerra, Izabel Hazin, Cibele Siebra, Marinna Rezende, Isadora Silvestre, Didier Le Gall & Arnaud Roy (2022) Assessing executive functions in Brazilian children: A critical review of available tools, Applied Neuropsychology: Child, 11:2, 184-196, DOI: 10.1080/21622965.2020.1775598
Sample: 49 studies on EF that met the inclusion criteria.
Findings: Found limitations in the EF tests and instruments currently used in Brazil. Emphasises the need for cultural and socioeconomic factors to be considered when studying EF, particularly in countries like Brazil where these factors vary widely across the population.

# data[].attributes.headline
Testing models of Working Memory in a Non-WEIRD sample

# data[].attributes.subject
Testing models of Working Memory in a Non-WEIRD sample

# data[].attributes.body
Cockcroft, Kate. “Are Working Memory Models WEIRD? Testing Models of Working Memory in a Non-WEIRD Sample.” Neuropsychology 36.5 (2022): 456–467

Sample- 162 black African young adult undergraduate students from university of WitWatersrand

Findings- the four factor structure is generalisable to non-WEIRD sample.

# data[].attributes.body
Topic: Relationship between economic well-being and executive function development in South Africa

Turbeville, A., Aber, J. L., Weinberg, S. L., Richter, L., & Heerden, A. (2019). The relationship between multidimensional economic well‐being and children’s mental health, physical health, and executive function development in South Africa. Developmental Science, 22(5), e12846–n/a. https://doi.org/10.1111/desc.12846

Sample: 1958 Zulu children aged 7-10 in KwaZulu-Natal

Findings: economic well-being significantly associated with executive functioning (cognitive inhibition, working memory, and attention shifting

# data[].attributes.headline
Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families - Dana Miller-Cotto, Leann V. Smith, Aubrey H. Wang, Andrew D. Ribner

# data[].attributes.subject
Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families - Dana Miller-Cotto, Leann V. Smith, Aubrey H. Wang, Andrew D. Ribner

# data[].attributes.body
Miller-Cotto, D.,  Smith, L. V.,  Wang, A. H., &  Ribner, A. D. (2022).  Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families. Infant and Child Development,  31(1), e2286. https://doi.org/10.1002/icd.2286

Minoritized children and families.

Much of the research has positioned minoritized children as an outgroup in an attempt to explain gaps in performance on standardized tests between White children and children of colour at the expense of the latter.
The measurement of executive function be re-examined, both in terms of the tasks themselves and contexts in which executive function is being measured

# data[].attributes.headline
Lohndorf, R. T., Vermeer, H. J., Cárcamo, R. A., De la Harpe, C., & Mesman, J. (2019). Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments. Early Childhood Research Quarterly, 48, 36-49.

# data[].attributes.subject
Lohndorf, R. T., Vermeer, H. J., Cárcamo, R. A., De la Harpe, C., & Mesman, J. (2019). Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments. Early Childhood Research Quarterly, 48, 36-49.

# data[].attributes.body
A study into role of EF in children (among other factors) in their language ability, however the research is conducted in a Latin American Context to be inclusive.

# data[].attributes.headline
Exploring cross-cultural variations in the development of executive function for preschoolers from low and high socioeconomic families

# data[].attributes.subject
Exploring cross-cultural variations in the development of executive function for preschoolers from low and high socioeconomic families

# data[].attributes.body
Schmitt, S. A., Korucu, I., Purpura, D. J., Whiteman, S., Zhang, C., & Yang, F. (2019). Exploring cross-cultural variations in the development of executive function for preschoolers from low and high socioeconomic families. International Journal of Behavioral Development, 43(3), 212-220. https://doi.org/10.1177/0165025418785469

sample: 216 preschool children from the US and Shanghai
findings: generally Chinese children had more EF gains than US children during their pre-school years. And that socioeconomic status didn't affect EF growth.

# data[].attributes.headline
Inhibition in low income countries and how environmental factors influence the development of this executive function in a non-WEIRD environment 

# data[].attributes.subject
Inhibition in low income countries and how environmental factors influence the development of this executive function in a non-WEIRD environment 

# data[].attributes.body
Topic - Inhibition in low income countries and how environmental factors influence the development of this executive function in a non-WEIRD environment

Cook, C. (2022). Back to the drawing board: Rethinking potential predictors of preschool executive function in low-income South Africa. Proceedings of the Annual Meeting of the Cognitive Science Society, 44. Retrieved from https://escholarship.org/uc/item/37q290qh

Sample - 243 Preschool-aged children (3-5) who were not accessing early childhood care and education services in Cape Town, SA - 51.9% female.

Findings - Significant association findings for inhibition and household/community factors but this was not found for working memory or shifting. Some of the factors included time spent with primary caregiver, number of books in their homes and exposure to community violence. In a multiple regression, childhood exposure to violence remained the most significant predictor of performing worse on an inhibition task.

# data[].attributes.headline
Associations of physical activity and gross motor skills with executive function in preschool children from low-income South African settingsCaylee J. Cook, Steven J. Howard, Gaia Scerif, Rhian Twine, Kathleen Kahn, Shane A. Norris, Catherine E. DraperCould be 

# data[].attributes.subject
Associations of physical activity and gross motor skills with executive function in preschool children from low-income South African settingsCaylee J. Cook, Steven J. Howard, Gaia Scerif, Rhian Twine, Kathleen Kahn, Shane A. Norris, Catherine E. DraperCould be 

# data[].attributes.body
They found gross motor function was linked to EF in a non-weird sample
Evidence for neuroconstructivism (as oppose modularity of cognitive function)as modularity could show individual development of functions

# data[].attributes.body
1. Michael T. Willoughby, Benjamin Piper, Dunston Kwayumba & Megan McCune (2019) Measuring executive function skills in young children in Kenya, Child Neuropsychology, 25:4, 425-444, DOI: 10.1080/09297049.2018.1486395

# data[].attributes.headline
Monitoring and Control processes in mock witnesses 

# data[].attributes.subject
Monitoring and Control processes in mock witnesses 

# data[].attributes.body
Reference: Luna, K., Cadavid, S., & Botia, I. (2023). Monitoring and control processes in mock witnesses in under-represented non-WEIRD samples with high or low educational level. Memory & Cognition, Suppl.Special Issue: Exploration of Human Cognitive Universals and Human Cognitive Diversity, 51(3), 718-728. doi:https://doi.org/10.3758/s13421-022-01305-2

Sample: Colombian students, Colombian adults in rural areas and Columba adults in urban areas.

The results show university students had better working memory despite all groups showing good functional ability.

# data[].attributes.body
Topic: Cultural variation in cognitive flexibility reveals diversity in the development of executive functions

APA reference: Legare, C. H., Dale, M. T., Kim, S. Y., & Deák, G. O. (2018). Cultural variation in cognitive flexibility reveals diversity in the development of executive functions. Scientific Reports, 8(1). https://doi.org/10.1038/s41598-018-34756-2

‌

Sample: Three- to 5-year-old English-speaking U.S. children and Tswana-speaking South African children

Description:completed two distinct language-processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test
found they did not differ in word learning flexibility, although U.S. preschoolers showed an age-related increase in rule-switching flexibility but South African children did not

# data[].attributes.headline
Executive Function Development in Rural Nigerian Children

# data[].attributes.subject
Executive Function Development in Rural Nigerian Children

# data[].attributes.body
Adedokun, O. A., & Adedipe, O. O. (2021).
African Journal of Psychological Studies

A total of 120 children aged 4-12 years were recruited from a rural community in southwestern Nigeria

Results show that certain factors have contributed to the lower executive function performance of the rural Nigerian children. These factors included poverty, malnutrition, and lack of access to quality education

# data[].attributes.headline
topic: diversity in the development of EF 

# data[].attributes.subject
topic: diversity in the development of EF 

# data[].attributes.body
APA:Legare, C. H., Dale, M. T., Kim, S. Y., & Deák, G. O. (2018). Cultural variation in cognitive flexibility reveals diversity in the development of executive functions. Scientific reports, 8(1), 16326.

sample: compare performance on two tests of cognitive flexibility between two populations of 3–5-year-old children from different cultural backgrounds: a sample of English-speaking, U.S. children, and a sample of Tswana-speaking, South African children

findings: despite differences both groups performed well in word recall but not in rule switching tasks

# data[].attributes.headline
EF and physical activity in low-income pre-school children in south Africa

# data[].attributes.subject
EF and physical activity in low-income pre-school children in south Africa

# data[].attributes.body
- Reference: Cook, C.J. 2019. Executive function and physical activity in preschool children from low-income settings in South Africa. . ,Faculty of Health Sciences ,Department of Human Biology

- Sample: 129 pre-school children

- Findings: children showed higher EF and self-regulation than expected, and EF was positively associated with self-regulation, attention and school readiness. Although, a high proportion of children were below average in terms of school readiness.

# data[].attributes.headline
Wray et al 2020: executive function form a single construct and are associated with schooling: evidence from three low and middle income countries 

# data[].attributes.subject
Wray et al 2020: executive function form a single construct and are associated with schooling: evidence from three low and middle income countries 

# data[].attributes.body
43 participants from the institute of nutrition of Central America and Panama.

Found EF on many common tasks actually were correlated with schooling - specifically highest grade.

# data[].attributes.headline
Home learning environment & physical development impact children's executive function development & literacy in rural Côte d'Ivoire

# data[].attributes.subject
Home learning environment & physical development impact children's executive function development & literacy in rural Côte d'Ivoire

# data[].attributes.body
630 6-14yr olds in rural Côte d'Ivoire

Socioeconomic status has an indirect effect on literacy, mediated by EFs
Home learning environment & a kid's physical development showed distinct contributions to EFs

Jasinka, K., Zinszer, B., Xu, X,. Hannon, J., Seri, A. B., Tanoh, F., & Akpe, H. (2022). Home learning environment and physical development impact children's executive function development and literacy in rural Côte d'Ivoire. Cognitive Development, 64, 101265.

# data[].attributes.headline
  Lee, M. K., Baker, S., & Whitebread, D. (2018). Culture‐specific links between maternal executive function, parenting, and preschool children's executive function in South Korea. British Journal of Educational Psychology, 88(2), 216–235. https://doi.org/10.1111/bjep.12221

# data[].attributes.subject
  Lee, M. K., Baker, S., & Whitebread, D. (2018). Culture‐specific links between maternal executive function, parenting, and preschool children's executive function in South Korea. British Journal of Educational Psychology, 88(2), 216–235. https://doi.org/10.1111/bjep.12221

# data[].attributes.body
- Testing mothers and their preschool children's EF
- sample: 95 south korean children & their mothers
- results: found unique variations in child EF were partly accounted for by maternal EF

# data[].attributes.headline
Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?

# data[].attributes.subject
Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?

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Weiland, C., & Yoshikawa, H. (2014). Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?. Journal of Applied Developmental Psychology, 35(5), 422-432.
417 children
having a more of peers from higher-SES families a positive association in receptive vocabulary and executive function skills.

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Associations of physical activity and gross motor skills with executive function in preschool children from low-income South African settings

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Associations of physical activity and gross motor skills with executive function in preschool children from low-income South African settings

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Cook et al., (2019) - 136 children aged 3-6 years old. Children in the comparatively lower income country (i.e. China, Turkey) outperformed children from the higher income country (i.e. United States)

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Motor skills and executive function contribute to early achievement in East Asia and the Pacific 

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Motor skills and executive function contribute to early achievement in East Asia and the Pacific 

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Zhang , L., Sun, J., Richards , B., Davidson , K., & Rao , N. (2018). Motor skills and executive function contribute to early achievement in east asia and the pacific. Early education and development, 29(8), 1061-1080.

Executive Function was suggested to partially mediate early achievement & fine motor skills

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Li Zhang, Jin Sun, Ben Richards, Kevin Davidson & Nirmala Rao (2018) Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific, Early Education and Development,29:8, 1061-1080, 

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Li Zhang, Jin Sun, Ben Richards, Kevin Davidson & Nirmala Rao (2018) Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific, Early Education and Development,29:8, 1061-1080, 

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Participants were 7,797 children (3,889 girls) between 36 and 72 months of age from 6 countries in East Asia and the Pacific. 3 salient findings: First, gross and fine motor skills predicted both language and literacy and mathematics achievement. Second, in general, fine motor skills contributed more to the prediction of early achievement than gross motor skills. However, there were no differences between the contributions of fine and gross motor skills to the prediction of early language and literacy in Papua New Guinea or early mathematics in Timor-Leste. Third, EF partially mediated the relation between both early achievement and gross and fine motor skills in the overall sample, Cambodia, and Timor-Leste and fully mediated the association of gross motor skills and early achievement in China, Mongolia, Papua New Guinea, and Vanuatu.

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Cognitive flexibility in US vs Tswana speaking South African Children

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Cognitive flexibility in US vs Tswana speaking South African Children

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Legare, C. H., Dale, M. T., Kim, S. Y., & Deák, G. O. (2018). Cultural variation in cognitive flexibility reveals diversity in the development of executive functions. Scientific reports, 8(1), 16326.

Study used 3-5 yo children from English speaking US, and Tswana speaking South Africa, and tested performance on a word learning test, and a rule switching test.

Results: found same developmental trajectory for word learning test, but South African children did not show the same age-related performance increase in the rule switching test.

It was hypothesised that the difference may be due to different rule switching flexibilities prevalent in different cultures, where as word learning has less cross cultural variability

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Association of Executive Function with physical activity and gross motor skills from low-income South African settings.

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Association of Executive Function with physical activity and gross motor skills from low-income South African settings.

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Reference: Cook, C. J., Howard, S. J., Scerif, G., Twine, R., Kahn, K., Norris, S. A., & Draper, C. E. (2019). Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings. Developmental science, 22(5), e12820.

Sample: Preschool children in rural and urban low-income settings in South Africa

Found inhibition and WM, but not shifting, were associated with gross motor skills

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Associations of physical activity and gross motor skills with executive function in preschool children from low income South African settings 

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Associations of physical activity and gross motor skills with executive function in preschool children from low income South African settings 

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Inhibition and working memory but not shifting associated with gross motor skills.
•inhibition associated with locomotor and object control skills
•working memory associated with locomotor skills
•shifting negatively associated with working memory
Evidence supports link between EF and gross motor skills in the early years.

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Cultural variation in cognitive flexibility- Legare et al. 2018

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Cultural variation in cognitive flexibility- Legare et al. 2018

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Sample- 2 populations of 3-5 year olds; English speaking children from US and Tswana speaking South African children

Findings:
2 language processing cognitive flexibility tests, a word learning test and a rule switching test.
No difference in performance on the word learning test but with similar age related increases, in contrast US children showed an age related increase in rule switching flexibility but South African children did not.