مقایسه تأثیر دو روش آموزشی مونته‌سوری و مبتنی بر ربات بر کارکردهای اجرایی دانش‌آموزان

Amunts, J., Camilleri, J. A., Eickhoff, S. B., Heim, S., & Weis, S. (2020). Executive functions predict verbal fluency scores in healthy participants. Scientific reports, 10(1), 11141.
Bagby, J., & Sulak, T. (2018). Montessori and executive function. Montessori Life, 30(1), 15.‌
Basargekar, A., & Lillard, A. S. (2021). Math achievement outcomes associated with Montessori education. Early Child Development and Care, 191(7-8), 1207-1218.
Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self‐regulation: Early parenting precursors of young children’s executive functioning. Child development, 81(1), 326-339.‌
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and psychopathology, 20(3), 821-843.‌
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663.
‌Blair, C., Granger, D. A., Willoughby, M., Mills‐Koonce, R., Cox, M., Greenberg, M. T., ... & FLP Investigators. (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child development, 82(6), 1970-1984.‌
Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental neuropsychology, 19(3), 273-293.‌
Caballero-Gonzalez, Y. A., Muñoz-Repiso, A. G. V., & García-Holgado, A. (2019). Learning computational thinking and social skills development in young children through problem solving with educational robotics. In Proceedings of the seventh international conference on technological ecosystems for enhancing Multiculturality (pp. 19-23).‌
Cai, D., Zhao, J., Chen, Z., & Liu, D. (2023). Executive functions training for 7-to 10-year-old students with mathematics difficulty: Instant effects and 6-month sustained effects. Journal of Learning Disabilities, 56(5), 392-409.‌
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child development, 83(4), 1229-1244.‌
Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone. Journal for Research in Mathematics Education, 51(3), 301-333.‌
Connoly, A. J. (1998). Key math: A diagnostic inventory of essential mathematics. U. A. S: Cuidance service. Inc.
Courtier, P., Gardes, M. L., Van der Henst, J. B., Noveck, I. A., Croset, M. C., Epinat‐Duclos, J., ... & Prado, J. (2021). Effects of Montessori education on the academic, cognitive, and social development of disadvantaged preschoolers: A randomized controlled study in the French public‐school system. Child Development, 92(5), 2069-2088.‌
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in neuroscience and education, 3(2), 63-68.‌
De Bruijn, A. G. M., Hartman, E., Kostons, D. D. N. M., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of experimental child psychology, 167, 204-221.‌
Demangeon, A., Claudel-Valentin, S., Aubry, A., & Tazouti, Y. (2023). A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children. Contemporary Educational Psychology,102182.‌
Denervaud, S., Knebel, J. F., Hagmann, P., & Gentaz, E. (2019). Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education. PloS one, 14(11), e0225319.
Di Lieto, M. C., Castro, E., Pecini, C., Inguaggiato, E., Cecchi, F., Dario, P. & Sgandurra, G. (2020). Improving executive functions at school in children with special needs by educational robotics. Frontiers in psychology, 10, 2813.
Di Lieto, M. C., Inguaggiato, E., Castro, E., Cecchi, F., Cioni, G., Dell’Omo, M. & Dario, P. (2017). Educational Robotics intervention on Executive Functions in preschool children: A pilot study. Computers in human behavior, 71, 16-23.‌‌
Diamond, A. (2020). Executive functions. In Handbook of clinical neurology (Vol. 173, pp. 225-240). Elsevier.‌
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.‌
Doebel, S., & Müller, U. (2023). The Future of Research on Executive Function and Its Development: An Introduction to the Special Issue. Journal of Cognition and Development, 24(2), 161-171.‌
Geens, W. (2022). Skills relating to executive function. In Nurturing Self-Regulation in Early Childhood (pp. 97-116). Routledge.‌
Gerosa, A., Koleszar, V., Tejera, G., Gómez-Sena, L., & Carboni, A. (2022). Educational robotics intervention to foster computational thinking in preschoolers: Effects of children’s task engagement. Frontiers in Psychology, 13, 904761.‌
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43.‌
Korzeniowski, C. G., Morelato, G. S., Greco, C., & Monteoliva, J. M. (2020). Improving executive functions in elementary schoolchildren. European Journal of Psychology and Educational Research. 3(1), 59 - 73.
Kvintova, J., Kremenkova, L., Cuberek, R., Petrova, J., Stuchlikova, I., Dobesova-Cakirpaloglu, S., ... & Plevova, I. (2022). Preschoolers’ attitudes, school motivation, and executive functions in the context of various types of kindergarten. Frontiers in Psychology, 13, 823980.‌
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.‌
Mallett, J. (2023). Executive Functions in Montessori Education. The Bloomsbury Handbook of Montessori Education, 251.‌
Miller, M. R., Müller, U., Giesbrecht, G. F., Carpendale, J. I., & Kerns, K. A. (2013). The contribution of executive function and social understanding to preschoolers’ letter and math skills. Cognitive Development, 28(4), 331-349.‌
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current directions in psychological science, 21(1), 8-14.‌
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100.‌
Molfese, V. J., Molfese, P. J., Molfese, D. L., Rudasill, K. M., Armstrong, N., & Starkey, G. (2010). Executive function skills of 6–8 year olds: Brain and behavioral evidence and implications for school achievement. Contemporary educational psychology, 35(2), 116-125.‌
Montuori, C., Pozzan, G., Padova, C., Ronconi, L., Vardanega, T., & Arfé, B. (2023). Combined Unplugged and Educational Robotics Training to Promote Computational Thinking and Cognitive Abilities in Preschoolers. Education Sciences, 13(9), 858.‌
Nathan, A. M. (2009). The impact of executive function skills on writing: a comparison of fifth-grade students with learning disabilities and students with typical development. University of Nevada.Reno.
Papavlasopoulou, S., Sharma, K., & Giannakos, M. N. (2020). Coding activities for children: Coupling eye-tracking with qualitative data to investigate gender differences. Computers in Human Behavior, 105, 105939.‌
Perez-Vazquez, E., Lledo, G. L., & Cerda, A. G. (2022). Bee-bot robot in the use of executive functions in students with ASD: a pilot study. In 2022 XII International Conference on Virtual Campus (JICV) (pp. 1-4). IEEE.‌
Phillips-Silver, J., & Daza, M. T. (2018). Cognitive control at age 3: Evaluating executive functions in an equitable Montessori preschool. In Frontiers in Education (Vol. 3, p. 106). Frontiers Media SA.‌
Psara, E., & Christodoulidou, C. (2019). Robotics in language learning: an exploratory study using the bee-bot. In INTED2019 Proceedings (pp. 8675-8682).
Randolph, J. J., Bryson, A., Menon, L., Henderson, D. K., Kureethara Manuel, A., Michaels, S.,... & Lillard, A. S. (2023). Montessori education's impact on academic and nonacademic outcomes: A systematic review. Campbell Systematic Reviews, 19(3), e1330.‌
Shepard, E., Sweeney, C., Thompson, L., Jacobs, S., Grimm, J., & Weyandt, L. L. (2023). Effectiveness of executive functioning training among heterogeneous adolescent samples: A systematic review. Applied Neuropsychology: Child, 12(4), 327-343.‌
Urlings, C. C., Coppens, K. M., & Borghans, L. (2019). Measurement of executive functioning using a playful robot in kindergarten. Computers in the Schools, 36(4), 255-273.‌
Vaisarova, J., & Carlson, S. M. (2021). When a spoon is not a spoon: Examining the role of executive function in young children’s divergent thinking. Trends in Neuroscience and Education, 25, 100161.
Vasquez III, E., & Marino, M. T. (2021). Enhancing executive function while addressing learner variability in inclusive classrooms. Intervention in School and Clinic, 56(3), 179-185.‌
Visu-Petra, L., Cheie, L., Benga, O., & Miclea, M. (2011). Cognitive control goes to school: The impact of executive functions on academic performance. Procedia-Social and Behavioral Sciences, 11, 240-244.‌
Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of educational psychology, 102(1), 43.‌
Zelazo, P. D. (2018). Abstracting and Aligning Essential Features of Cognitive Development Commentary on Demetriou. Human Development, 61(1), 43-48