Keyword search (3,619 papers available)


Characteristics of Canadian Youth Adhering to Physical Activity and Screen Time Recommendations.

Author(s): Fitzpatrick C, Burkhalter R, Asbridge M

J Sch Nurs. 2019 Oct 20;:1059840519881185 Authors: Fitzpatrick C, Burkhalter R, Asbridge M

Article GUID: 31630617
Children's Early Disruptive Behavior Predicts Later Coercive Behavior and Binge Drinking by Mothers.

Author(s): Pagani LS, Fitzpatrick C

J Pediatr Nurs. 2018 Mar - Apr;39:15-20 Authors: Pagani LS, Fitzpatrick C

Article GUID: 29525211
Prospective Associations Between Play Environments and Pediatric Obesity.

Author(s): Fitzpatrick C, Alexander S, Henderson M, Barnett TA

Am J Health Promot. 2019 May;33(4):541-548 Authors: Fitzpatrick C, Alexander S, Henderson M, Barnett TA

Article GUID: 30354254
School food environments associated with adiposity in Canadian children.

Author(s): Fitzpatrick C, Datta GD, Henderson M, Gray-Donald K, Kestens Y, Barnett TA

Int J Obes (Lond). 2017 07;41(7):1005-1010 Authors: Fitzpatrick C, Datta GD, Henderson M, Gray-Donald K, Kestens Y, Barnett TA

Article GUID: 28186100
Adolescent media use and its association to wellbeing in a Canadian national sample.

Author(s): Fitzpatrick C, Burkhalter R, Asbridge M

Prev Med Rep. 2019 Jun;14:100867 Authors: Fitzpatrick C, Burkhalter R, Asbridge M

Article GUID: 31024788
Prospective Associations Between Early Long-Term Household Tobacco Smoke Exposure and Subsequent Indicators of Metabolic Risk at Age 10.

Author(s): Pagani LS, Nguyen AK, Fitzpatrick C

Nicotine Tob Res. 2016 May;18(5):1250-7 Authors: Pagani LS, Nguyen AK, Fitzpatrick C

Article GUID: 26069035
Which Early Childhood Experiences and Skills Predict Kindergarten Working Memory?

Author(s): Wang AH, Fitzpatrick C

J Dev Behav Pediatr. 2019 Jan;40(1):40-48 Authors: Wang AH, Fitzpatrick C

Article GUID: 30095561
Title:Which Early Childhood Experiences and Skills Predict Kindergarten Working Memory?
Authors:Wang AH,  Fitzpatrick C
Link:https://www.ncbi.nlm.nih.gov/pubmed/30095561?dopt=Abstract
DOI:10.1097/DBP.0000000000000610
Category:J Dev Behav Pediatr
PMID:30095561
Dept Affiliation: PERFORM
1 Department of Educational Leadership, College of Arts and Sciences, Saint Joseph's University, Philadelphia, PA.
2 Department of Social Sciences, Université Sainte-Anne, Church Point, Canada.
3 PERFORM Centre, Concordia University, Montreal, Canada.
4 Department of Childhood Education, University of Johannesburg, Johannesburg, South Africa.

Description:

Which Early Childhood Experiences and Skills Predict Kindergarten Working Memory?

J Dev Behav Pediatr. 2019 Jan;40(1):40-48

Authors: Wang AH, Fitzpatrick C

Abstract

OBJECTIVE: We examined how empirically and theoretically important predictors help explain the development of kindergarten working memory, an understudied predictor of school readiness and adjustment to schooling in early childhood. Our specific aim was to examine the extent to which antecedents, opportunity, and propensity variables directly and indirectly predict working memory development.

METHODS: We conducted structural equation modeling on a nationally representative and longitudinal sample of 14,000 kindergarten students. Predictors of end-of-kindergarten working memory include parent reports of antecedent variables such as socioeconomic status, mother's marital status, breastfeeding, child's age, and perception of child learning skills; teacher reports of opportunity variables including the frequency children read aloud and counted in their kindergarten class and classroom climate; and direct assessments of child propensity variables including earlier working memory, cognitive fluidity, teacher reports of child self-regulation, and math and reading knowledge.

RESULTS: Together, childhood antecedents, opportunity, and propensity latent factors contributed to 41% of the variance of kindergarten working memory. Child propensity had a significant direct effect on child working memory, whereas antecedent and opportunity factors had significant indirect effects on working memory through child propensity.

CONCLUSION: In this study, we identify several modifiable variables that directly and indirectly predict child working memory skills using a large population-based sample. Better understanding of how child-, family-, and school-level variables contribute to the development of working memory in young children can be seen as an important step in the creation of preventive interventions designed to improve these important skills.

PMID: 30095561 [PubMed - in process]