Rozendaal, E., & Van de Sande, E. (subm).
All posts tagged action control
Segers, E., Damhuis, C., Van de Sande, E., & Verhoeven, L. (2016). Learning and Individual Differences, 49, 251-259
Van de Sande, E., Segers, E., & Verhoeven, L. (subm).
This paper examined how different levels of executive control predict early reading development in a 3-year longitudinal study.
Buijs, L., & Rozendaal, E. (2015, January 23). Serious gaming behaviors of children revealed. Bitescience. Retrieved [23-01-2015], from http://www.bitescience.com/knowledgedatabase.aspx
Serious games are thought to foster young children’s learning by making the learning experience more fun and engaging. However, a study in Computers & Education shows that success of serious gameplay highly depends on children’s ability to regulate their attention and behavior.
Van de Sande, E., Segers, E., & Verhoeven, L. (2015). Computers & Education, 82, 432 - 441.
The present study shows that children’s attentional control contributes to formulating strategies and problem-solving in new games, while their action control underlies sustained and goal-directed learning over time.
Van de Sande, E., Segers, E., & Verhoeven, L. (2013). Learning and Individual Differences, 26, 112-118.
Ample evidence has shown that subjective measures of executive control in kindergarten strongly contribute to the emergence of reading. In the present study, we examined this relation more thoroughly, by considering contributions of objective direct self-measures of both attentional control and behavioral control to the developmental trajectory from phonological awareness in kindergarten to subsequent decoding in first grade. Results show that executive control allows the development of reading abilities that predate formal reading instruction via the advancements in phonological awareness.