Adversity in early childhood: Long-term effects on early academic skills.

Background: The dimensional adversity model (McLaughlin & Sheridan, 2016) proposes that deprivation and threat affect child development differently. However, empirical support for the dimensional adversity model stems predominately from adolescent samples.

Objective: We aimed to examine if deprivation and threat experiences in infancy have differential effects on pre-academic skills in early childhood.

Task persistence in kindergarten children: Disentangling age from schooling effects.

The aim of the present study was to examine age effects and schooling effects on task persistence. Four- and 5-year-old (N = 120) kindergarten children were observed while working on a persistence task. Since children attend kindergarten for 2 years in Switzerland, age and schooling effects could be examined in a cut-off research design.

The role of executive functions in kindergarteners' persistent and non-persistent behaviour.

The aim of the study was to examine whether cognitive skills are related to persistence. Thus, children's (N = 157, mean age: 5.9 years) persistent and non-persistent behaviours (i.

Regulating disappointment can impair cognitive performance in kindergarten children: Individual differences in ego depletion.

Cognitive performance can be affected adversely when exerting self-control beforehand; a phenomenon known as ego depletion. The aim of the current study was to examine whether regulation of disappointment impairs cognitive performance in kindergarten children (mean age = 5 years, 6 months). Disappointment was induced by means of a modified version of the disappointing gift paradigm.

Feedback Enhances Preschoolers' Performance in an Inhibitory Control Task.

Accomplishing inhibition tasks requires not only inhibitory skills but also goal maintenance. The present study aimed to disentangle goal maintenance from inhibition. Therefore, we experimentally manipulated goal-maintenance demands by means of feedback.