Jared Cooney Horvath, Gregory M Donoghue, Alex J Horton, Jason M Lodge, John A C Hattie
On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers
Frontiers in psychology
study examined factor structure executive control throughout elementary school well associations executive control abilities preschool elementary school data drawn longitudinal study executive control development community sample children n 294 53 female 47 male oversampled low family income 254 poverty line mincome 46638 sd 33256 sample representative midwestern city study conducted terms race 714 white 245 multiracial 37 black 3 asian american ethnicity 14 hispanic children completed battery ten performancebased tasks assessing executive control abilities grades 1 mage 708 years 2 mage 804 years 3 mage 902 years 4 mage 998 years confirmatory factor analysis supported twofactor structure grade factors representing working memory inhibitory controlflexible shifting measurement invariance testing revealed partial scalar indicator intercepts invariance working memory partial metric indicator loadings partial scalar invariance inhibitory controlflexible shifting preschool executive control age 45 years represented unitary latent factor significantly predicted working memory 79 72 81 66 inhibitory controlflexible shifting 69 64 63 62 factors grades 1 4 followup analyses indicated findings attributable general cognitive ability findings support greater separability executive control components elementary school versus preschool considerable continuity executive control preschool elementary school psycinfo database record c 2022 apa rights reserved