The seven articles in this special issue represent a sampling of the exciting findings that are beginning to emerge from studies of executive control in young children. They demonstrate the multidisciplinary approaches to study cognition in young children that include application of cognitive, neuroscience, and developmental paradigms in typically developing youngsters, as well as those affected by clinical conditions, such as traumatic brain injury, exposure to low levels of lead in the environment, and prematurity. Although much work remains to be done, these study results are illustrative of the dynamic work in this exciting development period.
Volume 26, Number 1, 2004
Contents: K.A. Espy, Introduction: Using Developmental, Cognitive, and Neuroscience Approaches to Understand Executive Control in Young Children. D.P. Smidts, R. Jacobs, V. Anderson, The Object Classification Task for Children (OCTC): A Measure of Concept Generation and Mental Flexibility in Early Childhood. P.K. Isquith, G.A. Gioia, K.A. Espy, Executive Function in Preschool Children: Examination Through Everyday Behavior. D.A.C. Rennie, R. Bull, A. Diamond, Executive Functioning in Preschoolers: Reducing the Inhibitory Demands of the Dimensional Change Card Sort Task. T.E. Senn, K.A. Espy, P.M. Kaufmann, Using Path Analysis to Understand Executive Function Organization in Preschool Children. K.A. Espy, M.M. McDiarmid, M.F. Cwik, M.M. Stalets, A. Hamby, T.E. Senn, The Contribution of Executive Functions to Emergent Mathematic Skills in Preschool Children. L. Ewing-Cobbs, M.R. Prasad, S.H. Landry, L. Kramer, R. DeLeon, Executive Functions Following Traumatic Brain Injury in Young Children: A Preliminary Analysis. R.L. Canfield, M.H. Gendle, D.A. Cory-Slechta, Impaired Neuropsychological Functioning in Lead-Exposed Children.