Evidence map›Paper›PMID 40917585›Full record

ArticleApplied developmental science2024

Much Hypothesized, Rarely Tested: Public Preschool Attendance Predicts Executive Functioning Skills in 3

Anna D Johnson, Anne Partika, Anne Martin, Sherri Castle, Deborah Phillips, Tulsa SEED Study Team

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Applied developmental science, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Anna D JohnsonDepartment of Psychology, Georgetown University; Washington, DC, 20007, U.S.A.
Anne PartikaDepartment of Psychology, Georgetown University; Washington, DC, 20007, U.S.A.
Anne MartinDepartment of Psychology, Georgetown University; Washington, DC, 20007, U.S.A.
Sherri CastleEarly Childhood Education Institute, University of Oklahoma - Tulsa; Tulsa, OK, 74135, U.S.A.
Deborah PhillipsDepartment of Psychology, Georgetown University; Washington, DC, 20007, U.S.A.
Tulsa SEED Study Team

Funding

The Role of Self-Regulation and Classroom Self-Regulatory Supports in Early EducationR01HD092324 · NICHD · GEORGETOWN UNIVERSITY · PI JOHNSON, ANNA D. · 2018 to 2022
$2.7M
NICHD NIH HHS R01 HD092324
6 · The paper itself

Abstract

Public preschool enhances consequential long-term education, economic, and health outcomes in adolescence and adulthood. One much-hypothesized - but rarely tested - explanation is that preschool predicts improved executive functioning (EF) in middle childhood. Our study provides empirical support linking preschool to middle childhood EF. We draw on a large, racially-diverse sample of children from low-income families in Tulsa, OK (

Indexed as

executive functioningHead Startlow-incomepre-kpublic preschool

Identifiers

PMID40917585
PMCPMC12413012

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.