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    The Impact of Cognitive Executive Function on Self-Correction and Verbal Fluency in Preschoolers

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    Date
    2016
    Author
    Lawrence, Imani
    Gomez, Angelis
    Andersen, Rebecca
    Bancroft, Emily
    O’Rourke, Elisabeth
    Halpern, Leslie
    Metadata
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    Subject
    Executive functions (Neuropsychology)
    Preschool children
    Albany (N.Y.)
    Behavior therapy for children
    Narrative therapy
    Abstract
    Few studies explore language self-corrections as a form of self-regulation in children. The current study expands on existing research by examining the relationship between executive functioning and self-corrective behaviors in narrative story-telling. Children were cued by picture stimuli to retell a previously heard story. Children’s narratives were transcribed and coded for self-corrective behaviors. Executive function was assessed using the Behavior Rating Inventory of Executive Function-Preschool Version and verbal tasks were measured on the Fluharty Verbal Fluency Scale. The results found that children with higher executive functioning skills self-correct more frequently than children with lower executive function.
    URI
    http://hdl.handle.net/1951/67570
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    • University at Albany [4]

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