Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.

This study investigated predictive relations between preschoolers' (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps<.05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps<.05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten.

Demands on attention and the role of response priming in visual discrimination of feature conjunctions.

This study examined how response mapping of features within single- and multiple-feature targets affects decision-based processing and attentional capacity demands. Observers judged the presence or absence of 1 or 2 target features within an object either presented alone or with distractors. Judging the presence of 2 features relative to the less discriminable of these features alone was faster (conjunction benefits) when the task-relevant features differed in discriminability and were consistently mapped to responses. Conjunction benefits were attributed to asynchronous decision priming across attended, task-relevant dimensions. A failure to find conjunction benefits for disjunctive conjunctions was attributed to increased memory demands and variable feature-response mapping for 2- versus single-feature targets. Further, attentional demands were similar between single- and 2-feature targets when response mapping, memory demands, and discriminability of the task-relevant features were equated between targets. Implications of the findings for recent attention models are discussed.