Adele Diamond

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FLOWERS - INCONGRUENTNow you’ll see a flower. Press on the side OPPOSITEthe flower.For example, if a flower appears on the left, press withyour right hand.(Here, you’ll need to inhibit on every trial the naturaltendency to respond on the same side as the stimulus)Remember:PRESS ON THE SIDE OPPOSITE THE FLOWER
Page 2: The “Executive Functions” (EF),
Page 6 and 7: Being able to…(3) not giving in t
Page 8 and 9: (b) Working Memory:Holding informat
Page 10 and 11: orHolding information in mindwhile
Page 12 and 13: (c) COGNITIVE FLEXIBILITYbeing able
Page 14 and 15: In summary, Executive Functions inc
Page 16 and 17: There is much overlap between EF,es
Page 18 and 19: EF skills are important forschool r
Page 20 and 21: EF is important for school success.
Page 22 and 23: Many children beginschool lacking n
Page 24 and 25: I predict that improving youngchild
Page 26 and 27: Elena Bodrova & Deborah LeongThe To
Page 28 and 29: Tools of the Mind is anevidence-bas
Page 30 and 31: Vygotsky: Engagement in mature make
Page 32 and 33: Buddy Reading
Page 34 and 35: For Our Study: Both conditions invo
Page 36 and 37: All children came from thesame neig
Page 38 and 39: For our two EF outcome measureswe s
Page 40 and 41: HEARTS & FLOWERSCongruentIncongruen
Page 47: HEARTS & FLOWERS-MIXED: Now you wil
Page 53 and 54: It is not that children forget the
Page 55 and 56: Adults have little difficultyexerci
Page 57 and 58: Increasing demands on inhibition ar
Page 59 and 60: The costs associated withincreasing
Page 61: HEARTS & FLOWERSCongruentIncongruen
Page 64: Dots Task - Mixed Block (Hearts Dot
Page 71: Reverse Flankerattend to the flanke
Page 74 and 75: 300Flanker Effect for Single-Task B
Page 76 and 77: INSIDEOUTSIDE
Page 78 and 79: Percentage of Correct Responses onR
Page 80 and 81: Our finding of better performanceon
Page 82 and 83: The more EF-demanding thetask, the
Page 84 and 85: November 30, 2007
Page 86 and 87: Take-home Message #1:EF skills can
Page 88 and 89: Even those who believed that EF can
Page 90 and 91: Take-home Message #2:FUN
Page 92 and 93:
'Important' does not have to mean'b
Page 94 and 95:
BUT not all Play is Equal.
Page 96 and 97:
a Chinese proverb:I hear, and I for
Page 98 and 99:
Children at-risk fall progressively
Page 100 and 101:
Hence, children who beginschool wit
Page 102 and 103:
I hypothesize therefore that theben
Page 104 and 105:
I predict that children who gothrou
Page 106:
For example, I’ve predicted (anda
Page 109:
Storytelling requires and invitesa
Page 112:
Improving Exec Functions through Da
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Adele Diamond

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