Found 7 results
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Journal Article
C. E. Cameron, Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., and Grissmer, D. W., Visuomotor integration and inhibitory control compensate for each other in school readiness., Developmental Psychology, vol. 51, no. 11, pp. 1529 - 1543, 2015.
M. M. McClelland and Cameron, C. E., Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures, Child Development Perspectives, vol. 6, no. 2, pp. 136 - 142, 2012.
M. M. McClelland, Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., and Pratt, M. E., Predictors of early growth in academic achievement: the head-toes-knees-shoulders task, Frontiers in Psychology, vol. 5, 2014.
C. R. Gonzales, Bowles, R., Geldhof, G. J., Cameron, C. E., Tracy, A. N., and McClelland, M. M., The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects, Early Childhood Research Quarterly, vol. 56, pp. 320 - 332, 2021.
M. M. McClelland and Cameron, C. E., Developing together: The role of executive function and motor skills in children’s early academic lives, Early Childhood Research Quarterly, vol. 46, pp. 142 - 151, 2019.
C. E. Cameron, Kim, H., Duncan, R. J., Becker, D. R., and McClelland, M. M., Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten, Journal of Applied Developmental Psychology, vol. 62, pp. 135 - 144, 2019.