Child Care and Early Education Research Connections
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Continuous Performance Task
Resource Type:
Instruments
Source:
In A continuous performance test of brain damage. Journal of Consulting Psychology, 20, 343-350
Journal Title:
Journal of Consulting and Clinical Psychology
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
Does quality of child care affect child outcomes at age 4 1/2?
Do children's attention processes mediate the link between family predictors and school readiness
Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school
Does quality of child care affect child outcomes at age 4 1/2? [Abridged]
Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development
Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development [Abridged]
Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care
Early child care and children's development prior to school entry [Abridged]
Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development
Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement
Executive functioning at 54 months: Is it predicted by varying levels of quality child care at 6, 24, and 36 months
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences
Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations
Links between preschoolers' literacy interest, inattention, and emergent literacy skills
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers' reading-related skills
The relation between inattentive and hyperactive/impulsive behaviors and early mathematics skills
What's past is prologue: Relations between early mathematics knowledge and high school achievement
Improving school readiness: A multi-systemic examination of early childhood education
Gene-environment interaction between DRD4 7-repeat VNTR and early child-care experiences predicts self-regulation abilities in prekindergarten
Childcare experiences and early school outcomes: The mediating role of executive functions and emotionality
Relations between response trajectories on the Continuous Performance Test and teacher-rated problem behaviors in preschoolers
Associations among parental education, home environment quality, effortful control, and preacademic knowledge
Pathways form socioeconomic status to early academic achievement: The role of specific executive functions
NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States]
NICHD Study of Early Child Care and Youth Development: Phase II, 1995-1999 [United States]
NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States]
NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States]
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