{"title":"直接测量的执行功能与家长评估的执行功能之间的比较分析:在一项为期一年的纵向研究中预测儿童的学业成绩和社会发展","authors":"Ke Yin, Qiong Wu, Xiaosong Gai","doi":"10.2147/prbm.s461720","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":509992,"journal":{"name":"Psychology Research and Behavior Management","volume":"25 16","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study\",\"authors\":\"Ke Yin, Qiong Wu, Xiaosong Gai\",\"doi\":\"10.2147/prbm.s461720\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":509992,\"journal\":{\"name\":\"Psychology Research and Behavior Management\",\"volume\":\"25 16\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology Research and Behavior Management\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2147/prbm.s461720\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology Research and Behavior Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/prbm.s461720","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study