Preschool temperament and performance on achievement tests.

Palisin, Helen

doi:10.1037/0012-1649.22.6.766

Cited by 55 publications

(33 citation statements)

References 14 publications

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“…According to findings from some studies, children with higher activity levels had poorer academic achievement (Martin & Holbrook, 1985;Martin et al, 1988;Palisin, 1986), while other evidence suggests that higher temperamental activity may be related to academic success (DiLalla et al, 1990;Molfese et al, in press). We found that children with higher levels of activity had better academic achievement than less active children.…”

Section: Discussionmentioning

confidence: 99%

“…Findings regarding the relationship between activity level and academic achievement may be related to the context in which activity is assessed. On the one hand, concurrent and longitudinal studies examining activity and achievement in preschool and elementary grades have suggested that higher activity is detrimental to children's academic success (Martin et al, 1988;Martin & Holbrook, 1985;Palisin, 1986). For example, Martin and colleagues (i.e., Martin & Holbrook, 1985;Martin et al, 1988) used teacher ratings of children's gross motor activity in the classroom to predict academic achievement in elementary school.…”

Section: Contributions Of Temperament To Academic Achievementmentioning

confidence: 99%

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Temperamental attention and activity, classroom emotional support, and academic achievement in third grade

Rudasill

Gallagher

White

2010

Journal of School Psychology

117

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The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children's attention and activity level were associated with children's third grade reading and mathematics achievement, and classroom emotional support was associated with children's third grade reading and mathematics achievement. In addition, classroom emotional support moderated the relation between children's attention and reading and mathematics achievement, such that attention mattered most for reading and mathematics achievement for children in classrooms with lower emotional support. Findings point to the importance of understanding how children's temperament and classroom emotional support may work together to promote or inhibit children's academic achievement.

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Section: Discussionmentioning

confidence: 99%

Section: Contributions Of Temperament To Academic Achievementmentioning

confidence: 99%

Temperamental attention and activity, classroom emotional support, and academic achievement in third grade

Rudasill

Gallagher

White

2010

Journal of School Psychology

117

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“…Further, an overlap between the two constructs has been empirically noted (Andersson & Sommerfelt, 1999;Bauer, Burch, & Kleinknecht, 2002;Halpern, Garcia Coll, Meyer, & Bendersky, 2001;Kubicek, Emde, & Schmitz, 2001;Lewis, 1993;Martin & Holbrook, 1985;Matheny, 1989;Mevarech, 1985;Miceli, Whitman, Borkowski, Braungart-Rieker, & Mitchell, 1998;Newman, Noel, Chen, & Matsopoulos, 1998;Palisin, 1986). Rothbart and Bates (1998) defined temperament as biologically based individual differences in emotional, motor, and attentional reactivity and self-regulation.…”

Section: Temperamentmentioning

confidence: 99%

Working memory and inhibitory control in early childhood: Contributions from physiology, temperament, and language

Wolfe¹,

Bell²

2003

Developmental Psychobiology

179

187

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This study examined the cognitive skills of working memory and inhibitory control (WMIC) in relation to physiological functioning, temperament, and language in early childhood. WMIC skills were assessed in twenty-five 4 1 2 -yearold children using the day-night Stroop-like task and the yes-no task; each task required the child to remember two rules and to inhibit a dominant response. Electroencephalogram (EEG) and heart period (HP) were recorded during baseline and WMIC tasks. An increase in 6-to 9-Hz EEG power from baseline to task was found for the medial frontal region. In addition, a decrease in HP (i.e., an increase in heart rate) was found from baseline to task. Associations were found between performance on the WMIC tasks and scales of the Children's Behavioral Questionnaire (CBQ) related to the effortful control of behavior. The Peabody Picture Vocabulary Test-III (PPVT-III) distinguished between high and low WMIC performance. Results of a discriminant function analysis indicated that physiology, temperament, and language were able to correctly predict 90% of WMIC performance. Keywords: working memory; inhibitory control; prefrontal cortex; temperament; language; EEG; heart period Executive function skills, such as working memory, inhibitory control, planning, and attentional flexibility, are typically associated with the prefrontal cortex. Two of these skills, working memory and inhibitory control (WMIC), have been the focus of much behavioral

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“…Many of the researchers examining temperament in young children have examined relations between temperament and adjustment in various structured environments as schools [5]. The child who is better to adjust to his/her environment is more likely to work his/her potential in academic achievement.…”

Section: Effect Of Temperament On Academic Performancementioning

confidence: 99%