Debra L. Burnett, Kristin M Pelczarski, A. B. Smit
Parents of young children typically respond to their child’s communications with language that is syntactically and semantically appropriate to what the child said. However, parents of children with speech-language disorders (SLD) may not always understand their child and so may not respond to the child’s communication attempts in a language-promoting manner. The goal of the present study is to explore the use of a new questionnaire about children’s situational intelligibility, the Caregiver/Parent Understanding-the-Child Questionnaire (CPUCQ). The CPUCQ asks parents to respond to 31 common communication situations, ranging from saying “Thank you” to telling a story. Parents indicate the child’s mode of communication in each situation (Speech only, Speech plus gesture, Gesture only, or Child does not do this), and they also rate how well they understand the child. The CPUCQ and various language measures were administered to 54 typically developing (TD) children and 34 children with SLD in the age range 2;0 – 6;8. Both groups showed developmental change over the age range in the mode of communication and in the understandability ratings. Further study of the CPUCQ as an assessment instrument is warranted, particularly as it may provide valuable information that can be used clinically to determine treatment goals.
{"title":"Exploring Assessment of Situational Intelligibility in Children with and without Speech-Language Disorders","authors":"Debra L. Burnett, Kristin M Pelczarski, A. B. Smit","doi":"10.5539/jedp.v12n2p12","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p12","url":null,"abstract":"Parents of young children typically respond to their child’s communications with language that is syntactically and semantically appropriate to what the child said. However, parents of children with speech-language disorders (SLD) may not always understand their child and so may not respond to the child’s communication attempts in a language-promoting manner. The goal of the present study is to explore the use of a new questionnaire about children’s situational intelligibility, the Caregiver/Parent Understanding-the-Child Questionnaire (CPUCQ). The CPUCQ asks parents to respond to 31 common communication situations, ranging from saying “Thank you” to telling a story. Parents indicate the child’s mode of communication in each situation (Speech only, Speech plus gesture, Gesture only, or Child does not do this), and they also rate how well they understand the child. The CPUCQ and various language measures were administered to 54 typically developing (TD) children and 34 children with SLD in the age range 2;0 – 6;8. Both groups showed developmental change over the age range in the mode of communication and in the understandability ratings. Further study of the CPUCQ as an assessment instrument is warranted, particularly as it may provide valuable information that can be used clinically to determine treatment goals.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46193517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mindfulness is the increased awareness that arises when we pay attention on purpose to the present non-judgmentally. To investigate the influence of mindfulness on inattentive behaviors in children at risk for attention deficit hyperactivity disorder (ADHD), a single-subject A-B-A reversal experimental design was adopted in which two children at risk for ADHD received 6-week mindfulness training, with 20-30 minutes per session and 3-4 times per week. The results based on visual analysis, C-statistics, and social validity analysis showed that mindfulness training was effective in reducing the duration of inattentive behaviors in children at risk for ADHD, and that the training could improve the function of the attention network in these children, which could be reflected in the increased efficiency in the vigilance network and the executive function network.
{"title":"Effect of Mindfulness Intervention on Inattentive Behaviors in Children at Risk for ADHD: A Single-Subject Study","authors":"Jibo Li, Gemin Huang, Yingying Chen","doi":"10.5539/jedp.v12n2p1","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p1","url":null,"abstract":"Mindfulness is the increased awareness that arises when we pay attention on purpose to the present non-judgmentally. To investigate the influence of mindfulness on inattentive behaviors in children at risk for attention deficit hyperactivity disorder (ADHD), a single-subject A-B-A reversal experimental design was adopted in which two children at risk for ADHD received 6-week mindfulness training, with 20-30 minutes per session and 3-4 times per week. The results based on visual analysis, C-statistics, and social validity analysis showed that mindfulness training was effective in reducing the duration of inattentive behaviors in children at risk for ADHD, and that the training could improve the function of the attention network in these children, which could be reflected in the increased efficiency in the vigilance network and the executive function network.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49001091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this integrative review is to synthesize the scientific literature referring to barriers and facilitators of physical activity participation for individuals with mobility impairments. Using EBSCO and Google Scholar search engines, peer-reviewed articles published in English between 2000-2019 were screened. After extracting research-based articles focusing on participants with mobility limitations 46 articles were retrieved, including eight intervention studies. The outcomes reported in these studies were synthesized referring to theoretical approaches including the theory of reasoned action, the transtheoretical model of change, and self-efficacy theory. A thematic analysis was conducted on study contents. The following categories were constructed. (a) Personal factors, with secondary categories: personal medical condition, personal psychological perception of physical activity practice, and self-efficacy; (b) environmental factors, with secondary categories: physical environment and social environment, each of them also containing tertiary categories, and (c) interventions aimed at increasing physical activity. Practices promoting physical activity participation were recommended.
{"title":"Psychological Perspectives of Participation in Physical Activity and Sports among Persons with Mobility Impairments","authors":"Y. Hutzler, Michelle R. Zitomer","doi":"10.5539/jedp.v12n1p86","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p86","url":null,"abstract":"The purpose of this integrative review is to synthesize the scientific literature referring to barriers and facilitators of physical activity participation for individuals with mobility impairments. Using EBSCO and Google Scholar search engines, peer-reviewed articles published in English between 2000-2019 were screened. After extracting research-based articles focusing on participants with mobility limitations 46 articles were retrieved, including eight intervention studies. The outcomes reported in these studies were synthesized referring to theoretical approaches including the theory of reasoned action, the transtheoretical model of change, and self-efficacy theory. A thematic analysis was conducted on study contents. The following categories were constructed. (a) Personal factors, with secondary categories: personal medical condition, personal psychological perception of physical activity practice, and self-efficacy; (b) environmental factors, with secondary categories: physical environment and social environment, each of them also containing tertiary categories, and (c) interventions aimed at increasing physical activity. Practices promoting physical activity participation were recommended.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 12, No. 1, 2022.
《教育与发展心理学杂志》2022年第12卷第1期的审稿人致谢。
{"title":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 12, No. 1","authors":"Carol Wong","doi":"10.5539/jedp.v12n1p102","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p102","url":null,"abstract":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 12, No. 1, 2022.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43769707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many developmental screeners focus heavily on receptive and expressive language skills, and the extent to which an infant can maneuver their environment. Research with young children typically involve motor skills, language, and occasionally simple procedural or problem solving tasks. The current study explores skills infants are expected to attain, and other skills that have never been tested in an infant who is considered “at-risk” due to moderate developmental delays. Researchers collected data via specialized VCA software, video recordings, and the Vineland-3 pre- and post-study. The participant improved in all areas measured by the Vineland-3. Additionally, despite the participant being introduced to novel and progressively more difficult tasks, his average attention span throughout the entirety of the study was significantly longer than previous research suggests for infants. Researchers also implemented the detour box as a gross measure of frontal function. The participant successfully completed the detour task and multi-step problem solving.
{"title":"Early Intervention for an At-Risk 16-Month Old Using Visual Communication Analysis (VCA) Leads to Gifted Performance","authors":"Gary Shkedy, Dalia Shkedy, A. H. Sandoval-Norton","doi":"10.5539/jedp.v12n1p76","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p76","url":null,"abstract":"Many developmental screeners focus heavily on receptive and expressive language skills, and the extent to which an infant can maneuver their environment. Research with young children typically involve motor skills, language, and occasionally simple procedural or problem solving tasks. The current study explores skills infants are expected to attain, and other skills that have never been tested in an infant who is considered “at-risk” due to moderate developmental delays. \u0000 \u0000Researchers collected data via specialized VCA software, video recordings, and the Vineland-3 pre- and post-study. The participant improved in all areas measured by the Vineland-3. Additionally, despite the participant being introduced to novel and progressively more difficult tasks, his average attention span throughout the entirety of the study was significantly longer than previous research suggests for infants. Researchers also implemented the detour box as a gross measure of frontal function. The participant successfully completed the detour task and multi-step problem solving. ","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42310312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The following study examined if preschoolers and adults think that certain academic and athletic abilities are inherited or determined by the environment. Twenty-one preschoolers and 28 adults were presented with 9 switched-at-birth vignettes (math, reading, science, language, music, art, gymnastics, soccer and swimming) where in certain cases the birth parents were good at a task and in other situations the adoptive parents were good at a task. Participants had to decide if their child would resemble the birth parents or the adoptive parents in their abilities. The results suggest that overall there are no significant differences between preschoolers and adults reason in the way they reason about the role of inheritance in the area of academics, arts, and athletics. However, the one domain where there was a significant grade difference between preschoolers and adults was in the area of academics (math, reading and science) with adults attributing inheritance as being more responsible for abilities in this area. Overall these results suggest that there is no significant difference in the way preschoolers and adults reason about the inheritance of these abilities.
{"title":"Do Preschoolers and Adults Think That Academic and Athletic Abilities are Inherited? A Pilot Study","authors":"L. Raman","doi":"10.5539/jedp.v12n1p71","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p71","url":null,"abstract":"The following study examined if preschoolers and adults think that certain academic and athletic abilities are inherited or determined by the environment. Twenty-one preschoolers and 28 adults were presented with 9 switched-at-birth vignettes (math, reading, science, language, music, art, gymnastics, soccer and swimming) where in certain cases the birth parents were good at a task and in other situations the adoptive parents were good at a task. Participants had to decide if their child would resemble the birth parents or the adoptive parents in their abilities. The results suggest that overall there are no significant differences between preschoolers and adults reason in the way they reason about the role of inheritance in the area of academics, arts, and athletics. However, the one domain where there was a significant grade difference between preschoolers and adults was in the area of academics (math, reading and science) with adults attributing inheritance as being more responsible for abilities in this area. Overall these results suggest that there is no significant difference in the way preschoolers and adults reason about the inheritance of these abilities.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44507746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study examined response patterns of young adults (N = 861) to a particular syllogism with abstract categories that contained the fallacy of the undistributed middle. Participants had to evaluate all given conclusions. Results showed that, despite being invalid, conclusions that used the word “some” were more likely to be selected as valid or possible compared to conclusions that used “all” or “none”. In addition, we also analyzed participants’ solutions to the task at the individual level (i.e., all evaluations to conclusions that contained the end terms). The aim was to detect dominant patterns. Results showed five dominant patterns. The significance of these findings and limitations are discussed.
{"title":"Response Patterns to a Syllogistic Categorical Reasoning Task with Abstract Groups","authors":"Joosep Olop, Eve Kikas","doi":"10.5539/jedp.v12n1p63","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p63","url":null,"abstract":"The current study examined response patterns of young adults (N = 861) to a particular syllogism with abstract categories that contained the fallacy of the undistributed middle. Participants had to evaluate all given conclusions. Results showed that, despite being invalid, conclusions that used the word “some” were more likely to be selected as valid or possible compared to conclusions that used “all” or “none”. In addition, we also analyzed participants’ solutions to the task at the individual level (i.e., all evaluations to conclusions that contained the end terms). The aim was to detect dominant patterns. Results showed five dominant patterns. The significance of these findings and limitations are discussed.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45911373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data from the U.S. and Canada indicate that students’ educational expectations are often unrealistically high. Thus, the present meta-analysis tested whether students tend to decrease, on average, their educational expectations from childhood to emerging adulthood. A systematic search in the electronic databases ERIC, PsycInfo, PSYNDEX, and Web of Science identified 91 longitudinal studies the results of which were integrated with multi-level meta-analysis. While expectations about the highest future educational degree showed very small declines per year (of g = -.02 standard deviation units), the mean yearly decline of expectations about future grades was estimated to be g = -.73. Moderator analysis found a decline in expectations about the final degree only in studies from the U.S. and Canada—countries with the highest gap between expectation and future educational attainment. In addition, change in expectations about the final degree varied by age, with the strongest decline being observed around the age of 20 years. We conclude that positive expectations about the final educational attainment often tend to persist over longer intervals probably due to lacking strong counter-evidence and because of indicating a desirable outcome.
来自美国和加拿大的数据表明，学生的教育期望值往往过高。因此，本荟萃分析测试了学生从童年到成年后的教育期望是否平均下降。在电子数据库ERIC、PsycInfo、PSYNDEX和Web of Science中进行的系统搜索确定了91项纵向研究，其结果与多层次荟萃分析相结合。虽然对未来最高学历的期望值每年下降幅度很小（g=-0.02标准差单位），但对未来成绩的期望值的年均下降幅度估计为g=-0.73。主持人分析发现，只有在美国和加拿大的研究中，对最终学位的期望值才会下降，这两个国家的期望值与未来教育程度之间的差距最大。此外，对最终学位的预期变化因年龄而异，20岁左右的下降幅度最大。我们得出的结论是，对最终教育程度的积极期望往往会持续更长的时间，这可能是因为缺乏强有力的反证据，也可能是因为表明了一个理想的结果。
{"title":"Change in Students’ Educational Expectations – A Meta-Analysis","authors":"M. Pinquart, Martin Pietzsch","doi":"10.5539/jedp.v12n1p43","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p43","url":null,"abstract":"Data from the U.S. and Canada indicate that students’ educational expectations are often unrealistically high. Thus, the present meta-analysis tested whether students tend to decrease, on average, their educational expectations from childhood to emerging adulthood. A systematic search in the electronic databases ERIC, PsycInfo, PSYNDEX, and Web of Science identified 91 longitudinal studies the results of which were integrated with multi-level meta-analysis. While expectations about the highest future educational degree showed very small declines per year (of g = -.02 standard deviation units), the mean yearly decline of expectations about future grades was estimated to be g = -.73. Moderator analysis found a decline in expectations about the final degree only in studies from the U.S. and Canada—countries with the highest gap between expectation and future educational attainment. In addition, change in expectations about the final degree varied by age, with the strongest decline being observed around the age of 20 years. We conclude that positive expectations about the final educational attainment often tend to persist over longer intervals probably due to lacking strong counter-evidence and because of indicating a desirable outcome.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44675927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aimed to identify the predictive power of emotional intelligence in cyber violence among Jordanian university students. The researcher constructed the Cyber Violence Scale and translated the Emotional Intelligence Scale developed by Richa Jain (2015). Both scales had the appropriate indices of validity and reliability. The study sample consisted of 444 university students who participated from eight different courses to fulfill the requirements of the general college at Al-Balqa' Applied University in Jordan during the first semester of the 2016-2017 academic year. After collecting and analyzing the data, the following results emerged: The calculated mean of cyber violence among students of Al-Balqa' Applied University was 2.74 with a standard deviation of 1.32, which indicates that the level of cyber violence is in the moderate range. The overall level of emotional intelligence as well as the secondary dimensions of emotional intelligence (social skills, self-awareness, self-motivation, emotional regulation, empathy) were in the high range among students of Al-Balqa' Applied University. There was a negative correlation between the overall level of emotional intelligence dimensions as well as the secondary dimensions of emotional intelligence (self-awareness, emotional regulation, self-motivation, empathy, social skills) and cyber violence. Emotional intelligence dimensions accounted for 18% of cyber violence. Self-motivation and emotional regulation were the two most significant predictors of cyber violence.
{"title":"The Predictive Power of Emotional Intelligence in Cyberbullying among Jordanian University Students","authors":"Khaled Al-Sarayra","doi":"10.5539/jedp.v12n1p31","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p31","url":null,"abstract":"The present study aimed to identify the predictive power of emotional intelligence in cyber violence among Jordanian university students. The researcher constructed the Cyber Violence Scale and translated the Emotional Intelligence Scale developed by Richa Jain (2015). Both scales had the appropriate indices of validity and reliability. The study sample consisted of 444 university students who participated from eight different courses to fulfill the requirements of the general college at Al-Balqa' Applied University in Jordan during the first semester of the 2016-2017 academic year. After collecting and analyzing the data, the following results emerged: \u0000 \u0000 \u0000 The calculated mean of cyber violence among students of Al-Balqa' Applied University was 2.74 with a standard deviation of 1.32, which indicates that the level of cyber violence is in the moderate range. \u0000 The overall level of emotional intelligence as well as the secondary dimensions of emotional intelligence (social skills, self-awareness, self-motivation, emotional regulation, empathy) were in the high range among students of Al-Balqa' Applied University. \u0000 There was a negative correlation between the overall level of emotional intelligence dimensions as well as the secondary dimensions of emotional intelligence (self-awareness, emotional regulation, self-motivation, empathy, social skills) and cyber violence. \u0000 Emotional intelligence dimensions accounted for 18% of cyber violence. Self-motivation and emotional regulation were the two most significant predictors of cyber violence. \u0000","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48963384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Luísa Superbia-Guimarães, Stéphanie Mariz-Elsig, V. Camos
Commercial cognitive training programs have been proposed as a non-pharmacological treatment of ADHD-related outcomes, such as learning difficulties and academic achievement. Most of these programs focus on working memory, an essential cognitive ability sustaining nearly every conscious mental activity. In this article, we present and summarize the main studies assessing the effectiveness of such training programs on working memory. The reported studies have failed to show a positive far-transfer and long-term effect of cognitive training both in typically developing individuals and children with ADHD. In the end, we present emerging alternative approaches to the use of cognitive training to improve working memory functioning in children with ADHD.
{"title":"Effects of Cognitive Training upon Working Memory in Individuals with ADHD: An Overview of the Literature","authors":"Luísa Superbia-Guimarães, Stéphanie Mariz-Elsig, V. Camos","doi":"10.5539/jedp.v12n1p21","DOIUrl":"https://doi.org/10.5539/jedp.v12n1p21","url":null,"abstract":"Commercial cognitive training programs have been proposed as a non-pharmacological treatment of ADHD-related outcomes, such as learning difficulties and academic achievement. Most of these programs focus on working memory, an essential cognitive ability sustaining nearly every conscious mental activity. In this article, we present and summarize the main studies assessing the effectiveness of such training programs on working memory. The reported studies have failed to show a positive far-transfer and long-term effect of cognitive training both in typically developing individuals and children with ADHD. In the end, we present emerging alternative approaches to the use of cognitive training to improve working memory functioning in children with ADHD.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46899001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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