Sarah H. Eason (Department of Human Development and Quantitative Methodology, University of Maryland)
Geetha B. Ramani (Department of Human Development and Quantitative Methodology, University of Maryland)
- Children's executive function (EF) was examined as a moderator of the relation between parent guidance and children's learning of a problem-solving task.
- Elaborative guidance was associated with better performance during the joint activity, but only for children with low EF.
- Directive guidance was associated with better independent performance for children with high EF, whereas children with low EF did worse when parents provided more directive guidance.
Author keywords: executive function, parent guidance, parent-child interactions, working memory, planning
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