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Do early life “non-cognitive skills” matter? A systematic review and meta-analysis of early life effects on academic achievement, psychosocial, language and cognitive, and health outcomes

https://doi.org/10.1101/115691
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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I. NIH TOOLBOX COGNITION BATTERY (CB): INTRODUCTION AND PEDIATRIC DATA
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Skill Formation and the Economics of Investing in Disadvantaged Children
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Preschool Program Improves Cognitive Control
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Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old
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The Cochrane Collaboration's tool for assessing risk of bias in randomised trials
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School Readiness and Self-Regulation: A Developmental Psychobiological Approach
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Executive Functions
inferredcites →https://doi.org/10.1177/0963721412453722openalex-snapshot
Activities and Programs That Improve Children’s Executive Functions
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Childhood Cumulative Risk and Obesity: The Mediating Role of Self-Regulatory Ability
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Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement
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What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis
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The controlled direct effect of temperament at 2-3 years on cognitive and academic outcomes at 6-7 years
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Econeurobiology and brain development in children: key factors affecting development, behavioral outcomes, and school interventions
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