S
Sandra A. Wiebe
Researcher at University of Alberta
Publications - 89
Citations - 5553
Sandra A. Wiebe is an academic researcher from University of Alberta. The author has contributed to research in topics: Cognition & Medicine. The author has an hindex of 27, co-authored 82 publications receiving 4799 citations. Previous affiliations of Sandra A. Wiebe include University of Nebraska–Lincoln & University of Minnesota.
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Journal ArticleDOI
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years
TL;DR: Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain.
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Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure.
TL;DR: In typically developing preschool children, tasks conceptualized as indexes of working memory and inhibitory control in fact measured a single cognitive ability, despite surface differences between task characteristics.
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The structure of executive function in 3-year-olds
Sandra A. Wiebe,Tiffany D. Sheffield,Jennifer Mize Nelson,Caron A. C. Clark,Nicolas Chevalier,Kimberly Andrews Espy +5 more
TL;DR: Tests of the relative fit of several alternative models supported a single latent EF construct, and measurement invariance testing revealed less proficient EF in children at higher sociodemographic risk relative to those at lower risk and no differences between boys and girls.
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Systematic review of physical activity and cognitive development in early childhood
Valerie Carson,Stephen Hunter,Nicholas Kuzik,Sandra A. Wiebe,John C. Spence,Alinda Friedman,Mark S. Tremblay,Mark S. Tremblay,Linda Slater,Trina Hinkley +9 more
TL;DR: Some preliminary evidence that physical activity may have beneficial effects on cognitive development during early childhood is provided, given the shortage of the information and the weak quality of available evidence.
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Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: Sources of Variation in Emergent Mathematic Achievement.
Rebecca Bull,Kimberly Andrews Espy,Sandra A. Wiebe,Tiffany D. Sheffield,Jennifer Mize Nelson +4 more
TL;DR: Findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement.