Applied Neuropsychology: Child最新文献_第5页

Feasibility of a parent-delivered attention and working memory intervention for early school-aged children born preterm. 父母传递的注意力和工作记忆干预学龄前早产儿的可行性。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-11 DOI: 10.1080/21622965.2026.2686258

Signe Bray, Sakshi Kaur, Tao Tao, Mervyn Singh, Amanda Ip, Shelly Yin, Daria Merrikh, Stella Heo, Ella Ryan, Sunny Guo, Leonora Hendson, Deborah Dewey, Sarah Macoun

{"title":"Feasibility of a parent-delivered attention and working memory intervention for early school-aged children born preterm.","authors":"Signe Bray, Sakshi Kaur, Tao Tao, Mervyn Singh, Amanda Ip, Shelly Yin, Daria Merrikh, Stella Heo, Ella Ryan, Sunny Guo, Leonora Hendson, Deborah Dewey, Sarah Macoun","doi":"10.1080/21622965.2026.2686258","DOIUrl":"https://doi.org/10.1080/21622965.2026.2686258","url":null,"abstract":"Preterm birth is a common neurodevelopmental condition that can have lasting impacts on cognition, including attention and working memory. Interventions that strengthen these skills in early childhood could support school readiness. Dino Island is a tablet-based intervention that combines process-specific practice of attention and working memory skills with a compensatory component that teaches metacognitive skills to scaffold learning. In this pilot study, we evaluated the feasibility of parent-delivered Dino Island in young children born preterm (N = 10), alongside a control group who played educational games (N = 12). Both groups were instructed to play 2-3 times per week for approximately 20 minutes over a 12-week period. Attention and working memory on untrained tasks were assessed before and after completing the intervention. Parents provided fidelity data through tracking sheets and participated in exit interviews to offer feedback and identify barriers and facilitators. We found that the Dino Island program was successfully delivered by parents with high fidelity. Attrition was higher in the Dino Island group, likely reflecting the challenges of delivering cognitive remediation in home settings. Comparison of attention and working memory scores on untrained tasks pre- and post- showed practice effects but no specific benefit of Dino Island. However, parent reports suggested behavioral improvements specific to the Dino Island group, noting far-transfer effects where children applied metacognitive strategies in other contexts. Overall, this work shows feasibility and tolerability of Dino Island in young children born preterm. Future research should examine its potential impact on school readiness and longer-term academic outcomes in this population.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.1,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148222757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Association between motor skills and language development in very preterm and extremely preterm children in Chile. 智利早产儿和极早产儿运动技能和语言发展之间的关系。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-11 DOI: 10.1080/21622965.2026.2686255

Virginia Varela-Moraga, Carmen Julia Coloma Tirapegui, Iara Burgos, Ivania Cáceres, Denisse Carvahlo, Benjamín Diethelm-Varela

{"title":"Association between motor skills and language development in very preterm and extremely preterm children in Chile.","authors":"Virginia Varela-Moraga, Carmen Julia Coloma Tirapegui, Iara Burgos, Ivania Cáceres, Denisse Carvahlo, Benjamín Diethelm-Varela","doi":"10.1080/21622965.2026.2686255","DOIUrl":"https://doi.org/10.1080/21622965.2026.2686255","url":null,"abstract":"Children born preterm present a high incidence of language development delay and motor difficulties. However, the association between these two developmental dimensions has been scarcely studied. Thus, the aim of this study was to determine the association between motor abilities (gross and fine) and language development (vocabulary size), in a sample of children born very preterm and extremely preterm in Chile. We conducted a comparative cross-sectional study in a sample of 38 very preterm and extremely preterm children from a pediatric hospital in Chile, compared with 42 term-born children from a kindergarten. Children were evaluated at 2 years of corrected age (preterm) or 2 years of chronological age (term-born), using standardized instruments. The association between language development and motor development was evaluated using generalized additive models. Our results show that there is a significant positive association between vocabulary size and gross motor development in preterm children up to a vocabulary size 200 words, but no association in term-born children. These results provide preliminary evidence for a relationship between motor skill scores and language development at small vocabulary sizes in very preterm and extremely preterm children, which future studies should expand into a multi-center design.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.1,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148216078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

KHANA-2: A valid and reliable tool for assessing oral reading skills in Persian-speaking elementary students. KHANA-2：评估波斯语小学生口语阅读能力的有效可靠工具。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-09 DOI: 10.1080/21622965.2026.2676805

Pegah Kharazi-Baheri, Zeinab Barati, Talieh Zarifian, Atieh Ashtari, Mohsen Vahedi

{"title":"KHANA-2: A valid and reliable tool for assessing oral reading skills in Persian-speaking elementary students.","authors":"Pegah Kharazi-Baheri, Zeinab Barati, Talieh Zarifian, Atieh Ashtari, Mohsen Vahedi","doi":"10.1080/21622965.2026.2676805","DOIUrl":"https://doi.org/10.1080/21622965.2026.2676805","url":null,"abstract":"Psychometrically robust Persian reading assessments are limited, particularly tools that simultaneously measure oral reading rate, accuracy, and comprehension. This study introduces and evaluates the psychometric properties of the assessment tool KHANA-2, consisting of two parallel booklets (A and B) with grade-appropriate passages. Content and face validity were confirmed by 20 experts. The sample included 260 typically developing readers and 15 students suspected of reading disorder in elementary students Grades 2-6. Reading rate, accuracy, and comprehension were assessed. A Multivariatelinear mixed model (MLMM) examined differences across grade levels, reading-status groups, and gender. Pearson correlations evaluated associations among components, and reliability was estimated using intraclass correlation coefficients (ICC), Cronbach's alpha, and paired-sample t-tests comparing booklet performance. KHANA-2 showed strong construct validity, significantly differentiating performance across grade levels and between typically developing readers and those suspected of reading disorder (p < 0.001), with no gender effects (p > 0.05). Reading time and errors were positively correlated across booklets (r = .66-.68; p < .001), while both were negatively correlated with comprehension (r = -0.24 to -0.30; p < 0.001). Internal consistency ranged from α = 0.81-0.93 for rate, α = 0.58-0.82 for accuracy, and α = 0.32-0.65 for comprehension. Inter- and intra-rater reliability were excellent (ICC > 0.95). Although accuracy differed slightly between booklets (p = 0.002, d = 0.19), ICCs (0.77-0.85) supported parallel-form equivalence. Overall, KHANA-2 is a valid and reliable tool for assessing oral reading skills in Persian-speaking students in Grades 2-6.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.1,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148203854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Establishing the Taiwanese Traditional Chinese version Teenage Executive Functioning Inventory (TC-TEXI): Psychometric properties of self-report, parent-rating, and teacher-rating and the predictability on positive mental health. 建立台湾传统中文版青少年执行功能量表（TC-TEXI）：自我报告、父母评等、教师评等的心理测量特征及其对积极心理健康的可预测性。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-08 DOI: 10.1080/21622965.2026.2684724

Hui-Li Lin, Shao-Yun Liu, Yow-Yii Liu, Shih-Hsuan Wei

{"title":"Establishing the Taiwanese Traditional Chinese version Teenage Executive Functioning Inventory (TC-TEXI): Psychometric properties of self-report, parent-rating, and teacher-rating and the predictability on positive mental health.","authors":"Hui-Li Lin, Shao-Yun Liu, Yow-Yii Liu, Shih-Hsuan Wei","doi":"10.1080/21622965.2026.2684724","DOIUrl":"https://doi.org/10.1080/21622965.2026.2684724","url":null,"abstract":"This study aimed to evaluate the psychometric properties of the Taiwanese Traditional Chinese Version of the Teenage Executive Functioning Inventory (TC-TEXI) in a sample of 784 Taiwanese high school students, their parents, and their teachers. Notably, this research is the first to establish the psychometric properties of teacher ratings across all language versions of the TEXI. The results of confirmatory factor analyses partially supported a two-factor model of executive functioning, namely working memory and inhibition, particularly for teacher ratings. The findings also supported adequate internal and test-retest reliability. Multiple regressions were implemented to explore how the scores from the three types of the TC-TEXI predicted positive mental health among high school students in Taiwan. The results revealed that while the data supported that the self-report TC-TEXI best correlated with the self-acceptance, human relationships, emotional balance, and optimism/enterprising aspects of their positive mental health, teacher-rating and parent-rating were also statistically significantly correlated with the family harmony aspect of positive mental health. Implications regarding the correlation pattern were suggested. The linear age effect commonly found with performance-based EF tasks was not supported in the current study. Future research involving randomly drawn samples from each grade or a longitudinal design should help reconfirm the non-linear effect.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.1,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148197091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Maternal epilepsy and prenatal antiepileptic drug exposure: Relationships with neurodevelopmental outcomes in preschool-aged children. 母亲癫痫和产前抗癫痫药物暴露：与学龄前儿童神经发育结局的关系。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-05-30 DOI: 10.1080/21622965.2026.2676804

Ali Karayağmurlu, Enes Kuşdoğan, Beyza Nur Karal, Hüsna Kaan, İbrahim Selçuk Esin, Onur Burak Dursun

{"title":"Maternal epilepsy and prenatal antiepileptic drug exposure: Relationships with neurodevelopmental outcomes in preschool-aged children.","authors":"Ali Karayağmurlu, Enes Kuşdoğan, Beyza Nur Karal, Hüsna Kaan, İbrahim Selçuk Esin, Onur Burak Dursun","doi":"10.1080/21622965.2026.2676804","DOIUrl":"https://doi.org/10.1080/21622965.2026.2676804","url":null,"abstract":"Objective: This study aimed to investigate the associations of maternal epilepsy and prenatal antiepileptic drug (AED) exposure with neurodevelopmental outcomes in preschool-aged children, with a particular focus on adaptive functioning, emotional and behavioral problems, and autism spectrum disorder (ASD).Methods: This retrospective, case-control study included 53 children aged 2-6 years born to mothers with epilepsy and 53 age- and sex-matched controls whose mothers had no history of epilepsy or other chronic illness. Developmental outcomes and emotional problems were assessed using the Vineland Adaptive Behavior Scales-II (VABS-II), the Strengths and Difficulties Questionnaire (SDQ), and the Autism Behavior Checklist.Results: Linear regression analysis showed that prenatal AED exposure was significantly associated with lower total VABS-II scores (R2 = 0.201, p = .040). Within the AED-exposed subgroup, higher standardized AED doses were negatively correlated with total VABS-II scores (r = -.425, p = .021). Hyperactivity/inattention and peer relationship problems were significantly higher in both AED-exposed and non-exposed epilepsy groups compared with controls (p < .05). Three cases of ASD were identified, all in the AED-exposed group.Conclusions: Maternal epilepsy and prenatal AED exposure may be associated with differences in adaptive functioning and behavioral outcomes in preschool-aged children. These findings should be interpreted cautiously given the observational design and potential residual confounding.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.1,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148100915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond birth status: Psychopathological factors associated with cognitive disengagement syndrome in preterm school-aged children. 超越出生状态：与学龄前儿童认知脱离综合征相关的精神病理因素。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-05-27 DOI: 10.1080/21622965.2026.2680437

İbrahim Zeyrek, Orhan Köksal, Ahmet Özaslan

{"title":"Beyond birth status: Psychopathological factors associated with cognitive disengagement syndrome in preterm school-aged children.","authors":"İbrahim Zeyrek, Orhan Köksal, Ahmet Özaslan","doi":"10.1080/21622965.2026.2680437","DOIUrl":"https://doi.org/10.1080/21622965.2026.2680437","url":null,"abstract":"Objective: This study aims to examine psychopathological factors associated with Cognitive Disengagement Syndrome (CDS) in preterm school-aged children, while controlling for the potential confounding effects of inattention, emotional problems, and peer difficulties.Methods: A comparative cross-sectional design was utilized with 181 children (89 preterm, 92 full-term). Assessment tools included the Turgay DSM-IV-Based Screening Scale, the Barkley Child Attention Scale, and the Strengths and Difficulties Questionnaire (SDQ). Group differences were analyzed using t-tests. A univariate ANCOVA was conducted to assess the effect of prematurity on CDS symptom scores after adjusting for birth weight, age, gender, and psychopathological covariates.Results: The preterm group had significantly lower birth weight and gestational age (p < .001). While no significant difference was found in raw CDS symptom scores between groups (p = .603), preterm children scored significantly higher on the SDQ Peer Problems subscale (p = .002). The ANCOVA model revealed that prematurity status was not independently associated with CDS severity after adjusting for covariates (p = .432). Instead, ADHD-inattention (p < .001), emotional problems (p = .001), and peer problems (p = .004) emerged as significant predictors of CDS severity.Conclusion: Prematurity status is not an independent risk factor for CDS in school-aged children. The variance in CDS severity is primarily accounted for by co-occurring psychopathological vulnerabilities, particularly inattention and internalizing social challenges. Clinical evaluations of preterm children should prioritize screening for these associated factors to better manage the risk of cognitive disengagement.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.1,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148026008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"The incredible adventures of Apollo and Rosetta in space": Training executive functions in children with attention-deficit/hyperactivity disorder. “阿波罗号和罗塞塔号在太空中的不可思议的冒险”：训练患有注意力缺陷/多动障碍的儿童的执行功能。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-05-23 DOI: 10.1080/21622965.2026.2672445

Martina Tramoni, Lucrezia Giudici, Susanna Mancini, Eduardo Luan Scheffler, Bernardo Benites de Cerqueira, João Batista Mossmann, Débora Nice Ferrari Barbosa, Sara Trabattoni, Valentina Mauri, Maria Nobile, Alessandro Crippa, Gian Marco Marzocchi

{"title":"\"The incredible adventures of Apollo and Rosetta in space\": Training executive functions in children with attention-deficit/hyperactivity disorder.","authors":"Martina Tramoni, Lucrezia Giudici, Susanna Mancini, Eduardo Luan Scheffler, Bernardo Benites de Cerqueira, João Batista Mossmann, Débora Nice Ferrari Barbosa, Sara Trabattoni, Valentina Mauri, Maria Nobile, Alessandro Crippa, Gian Marco Marzocchi","doi":"10.1080/21622965.2026.2672445","DOIUrl":"https://doi.org/10.1080/21622965.2026.2672445","url":null,"abstract":"Children with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently show deficits in Executive Functions (EFs), including inhibition, working memory, and cognitive flexibility. Digital games have recently been proposed as innovative tools to support EF development in this population. This randomized controlled trial investigated the effectiveness of The Incredible Adventures of Apollo and Rosetta in Space, a digital game designed to enhance executive functioning, in children aged 8-11 years with ADHD. Thirty-four participants were randomly assigned to an experimental group (n = 17), which played the game three times per week for three months, or to a control group (n = 17) that received no intervention. Neuropsychological tasks assessing inhibition, working memory, and cognitive flexibility, along with parent-reported questionnaires on ADHD symptoms and EF-related difficulties, were administered before and after the intervention. No significant group × time interactions emerged. However, exploratory effect size analyses revealed small-to-moderate directional improvements in the experimental group, particularly in cognitive flexibility, with modest gains in working memory and stable inhibition performance. Parent reports were consistent with these patterns, showing small improvements in attention in the experimental group and worsening EF-related behaviors in the control group. Although preliminary, these findings suggest that the game may be associated with meaningful patterns of change in abstract cognitive flexibility and working memory in children with ADHD, warranting further investigation into their generalization to daily functioning in larger samples.Trial registration: ClinicalTrials.gov ID NCT06881719.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.1,"publicationDate":"2026-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148004247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Response to Charki et al. (2025) "Examining the association between variation of ASD and cognitive and affective domains of mentalizing in verbal children with ASD". 对Charki等人（2025）“研究自闭症谱系障碍变异与言语自闭症儿童心智化的认知和情感领域之间的关系”的回应。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-05-19 DOI: 10.1080/21622965.2026.2676268

Berkan Sahin

引用次数: 0

Association between regular organized indoor soccer training and executive function performance in preadolescents: A cross-sectional study. 定期有组织的室内足球训练与青少年前执行功能表现的关系：一项横断面研究。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-05-13 DOI: 10.1080/21622965.2026.2668433

Hamid Kaddouri, Salahddine Zerouali, Mohammed Bouayad, Abdelouahed El-Kamia, Abdelaziz El-Alaoui El-Amrani

{"title":"Association between regular organized indoor soccer training and executive function performance in preadolescents: A cross-sectional study.","authors":"Hamid Kaddouri, Salahddine Zerouali, Mohammed Bouayad, Abdelouahed El-Kamia, Abdelaziz El-Alaoui El-Amrani","doi":"10.1080/21622965.2026.2668433","DOIUrl":"https://doi.org/10.1080/21622965.2026.2668433","url":null,"abstract":"Executive functions (EFs) are essential for goal-directed behavior and cognitive adaptation in dynamic environments. This study explores the relationship between regular organized indoor soccer training and potential better performance in EFs among preadolescents, a critical period for cognitive development. A sample of 60 preadolescents (30 soccer players and 30 non‑athletes) were assessed using standardized tests: Backward Corsi for visuospatial working memory, New Card Sorting Test (NCST) for cognitive flexibility, Forward and Backward Digit Span for working memory, and Stroop Test for inhibitory control. Statistical analyses involved non-parametric tests with Holm-Bonferroni correction to compare EF performance between groups. Results indicated that soccer players performed significantly better in visuospatial working memory (Backward Corsi: p = 0.042) and reactive cognitive flexibility (NCST categories completed and non-perseverative errors: p < 0.005; perseverative errors: p = .048) compared to controls, with no significant difference in verbal working memory (Forward Digit Span: p = .100) or inhibitory control (Stroop: p = .152). These findings suggest that regular soccer training is associated with enhanced performance in visuospatial working memory and reactive cognitive flexibility in preadolescents, supporting the role of team sports in cognitive development. However, the cross-sectional design, modest sample size (power ∼.48), and lack of assessor blinding limit causal inferences and generalizability. Future longitudinal studies with larger, diverse samples are needed to establish causality and inform targeted sports programs.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.1,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Executive functions in early childhood from past to present: Scientific trends and conceptual transformations, 1997-2025. 从过去到现在的幼儿执行功能：科学趋势和概念转变，1997-2025。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-05-08 DOI: 10.1080/21622965.2026.2664442

H Gözde Ertürk Kara, Feyza Aydın Bölükbaş, Tülin Güler Yıldız

{"title":"Executive functions in early childhood from past to present: Scientific trends and conceptual transformations, 1997-2025.","authors":"H Gözde Ertürk Kara, Feyza Aydın Bölükbaş, Tülin Güler Yıldız","doi":"10.1080/21622965.2026.2664442","DOIUrl":"https://doi.org/10.1080/21622965.2026.2664442","url":null,"abstract":"This study aims to provide a comprehensive, longitudinal perspective on the evolution of executive functions (EF) in early childhood by examining scientific trends and conceptual transformations from 1997 to 2025. A bibliometric analysis was conducted on 530 peer-reviewed articles indexed in Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), and Science Citation Index Expanded (SCI Expanded), retrieved from the Web of Science (WoS) Core Collection. To enhance transparency and reproducibility, a rigorous screening process is detailed through a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. The field's conceptual structure was revealed through co-occurrence and clustering analyses, resulting in four major thematic clusters: (a) Skills and Early Learning, emphasizing school readiness and academic processes; (b) Family Influences, covering socioeconomic factors and parenting practices; (c) Behavioral Dimension, focusing on EF-related difficulties and standardized assessment tools; and (d) Experimental and Intervention-Based Studies, representing program evaluations and mechanism-oriented approaches. Trend analyses demonstrate a notable increase in EF research particularly after 2015, accompanied by a shift from deficit-oriented perspectives toward more ecological, developmental, and intervention-focused approaches. The visualized maps generated in this study illustrate both the dynamic intellectual growth of the field and the conceptual transitions that have shaped EF research in early childhood over nearly three decades.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-18"},"PeriodicalIF":1.1,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147832676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0