Tiffany D. Sheffield

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.

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.

TL;DR: Preschool EC measured by laboratory tasks appears to tap abilities that strongly and robustly support broad control processes enabling behavioral regulation across cognitive and emotional domains.

TL;DR: Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed.

TL;DR: Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no-go trials, and relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages.