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Permanent link (DOI): https://doi.org/10.7939/R3NG4H57X

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The Association between Parental Scaffolding and Children's Executive Function Open Access

Descriptions

Other title
Subject/Keyword
Executive Function
Scaffolding
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hui, Dorothea
Supervisor and department
Wiebe, Sandra (Psychology)
Examining committee member and department
Singhal, Anthony (Psychology)
Pei, Jacqueline (Educational Psychology)
Nicoladis, Elena (Psychology)
Department
Department of Psychology
Specialization

Date accepted
2017-09-06T15:47:52Z
Graduation date
2017-11:Fall 2017
Degree
Master of Arts
Degree level
Master's
Abstract
The present study investigated the association between parental scaffolding during a shared puzzle task and young children’s executive function (EF). Fifty-six children between the ages of 2 and 4 years were assessed on 3 different EF tasks, and completed a shared puzzle task with their primary caregivers. Higher rates of appropriate scaffolding were found to be positively correlated with child EF performance. In addition, regression analyses found scaffolding to be a significant predictor of child EF even after controlling for child age and verbal ability. These findings add to previous studies on parenting practices and early EF in suggesting that parental scaffolding may play an important role in young children’s developing EF skills.
Language
English
DOI
doi:10.7939/R3NG4H57X
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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Last modified: 2017:11:08 17:33:38-07:00
Filename: Hui_Dorothea_201709_MA.pdf
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