Can whole-class intervention positively enhance executive functioning and specifically self-regulation in the classroom? : a cognitive neuropsychology based enquiry
Informed by educational and cognitive neuropsychology, a quantitative approach was adopted to investigate if specific self-regulatory executive functioning skills could be improved in a mainstream class of primary pupils (N = 60). An intervention programme was delivered to an experimental group and...
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Cardiff University
2015
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642520 |