Patricia H Miller

Datos Biográficos

ID167167
NOMBREPatricia H Miller
NOMBRESPatricia H
APELLIDOMiller
FIRMAMILLER P H
AFILIACIONESUniversity of Georgia
VERIFICADONo
TOTAL DE OBRAS23
TOTAL DE CITAS16
TOTAL COMO AUTOR23
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1975
AÑO MÁS RECIENTE DE PUBLICACIÓN2022
ÍNDICE H2

  • Developmental theories

    Open AccessPatricia H MillerARTICLEDevelopmental Review2022

    This article examines the state of the art in developmental theorizing today and identifies shifts in direction needed for further progress. Developmental psychology’s robust empirical base calls for new directions in theorizing. The historical context of theorizing shows how developmental theoretical issues arose from a series of developmental theories and the challenges to these theories. Several trends in developmental theorizing in recent yea…

  • Theory of mind and executive function in Chinese preschool children

    Shinchieh Duh, Jae H Paik et al.ARTICLEDevelopmental Psychology2016Citada por: 6Referencias: 2

    Cross-cultural research on children's theory of mind (ToM) understanding has raised questions about its developmental sequence and relationship with executive function (EF). The current study examined how ToM develops (using the tasks from Wellman & Liu, 2004) in relation to 2 EF skills (conflict inhibition, working memory) in 997 Chinese preschoolers (ages 3, 4, 5) in Chengdu, China. Compared with prior research with other Chinese and non-Chines…

  • Young children's transfer of strategies

    Open AccessJérôme Clerc, Patricia H Miller et al.ARTICLEDevelopmental Review2014

  • Feminist theory and contemporary developmental psychology

    Open AccessPatricia H Miller, Ellin Kofsky ScholnickARTICLEFeminism & Psychology2014Referencias: 2

    Burman’s landmark book, Deconstructing Developmental Psychology, criticized the field from three perspectives: decontextualized measurements and depictions of children’s behavior; androcentric biases; and covert political frameworks. In this article, Burman’s analysis is applied to the current state of cognitive developmental research in general, and then specifically with a focus on a hot topic, children’s executive function (cognitive self-cont…

  • A show of hands

    Gina O'Neill, Patricia H MillerARTICLEDevelopmental Psychology2013Citada por: 1Referencias: 1

    This study brought together 2 literatures-gesturing and executive function-in order to examine the possible role of gesture in children's executive function. Children (N = 41) aged 21⁄2-6 years performed a sorting-shift executive function task (Dimensional Change Card Sort). Responses of interest included correct sorting, response latency, spontaneous gestures, and verbal and gestural explanations for sorts. An examination of performance over tri…

  • Exercise improves executive function and achievement and alters brain activation in overweight children

    Catherine L Davis, Phillip D Tomporowski et al.ARTICLEHealth Psychology2011

    OBJECTIVE: This experiment tested the hypothesis that exercise would improve executive function. DESIGN: Sedentary, overweight 7- to 11-year-old children (N = 171, 56% girls, 61% Black, M ± SD age = 9.3 ± 1.0 years, body mass index [BMI] = 26 ± 4.6 kg/m2, BMI z-score = 2.1 ± 0.4) were randomized to 13 ± 1.6 weeks of an exercise program (20 or 40 min/day), or a control condition. MAIN OUTCOME MEASURES: Blinded, standardized psychological evaluatio…

  • Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample

    Open AccessJohn R Best, Patricia H Miller et al.ARTICLELearning and Individual Differences2011

  • A Developmental Perspective on Executive Function

    Open AccessJohn R Best, Patricia H MillerARTICLEChild Development2010

    This review article examines theoretical and methodological issues in the construction of a developmental perspective on executive function (EF) in childhood and adolescence. Unlike most reviews of EF, which focus on preschoolers, this review focuses on studies that include large age ranges. It outlines the development of the foundational components of EF—inhibition, working memory, and shifting. Cognitive and neurophysiological assessments show …

  • Executive functions after age 5

    Open AccessJohn R Best, Patricia H Miller et al.ARTICLEDevelopmental Review2009

  • Exercise and Children’s Intelligence, Cognition, and Academic Achievement

    Open AccessPhillip D Tomporowski, Catherine L Davis et al.ARTICLEEducational Psychology Review2008

  • Contemporary Perspectives from Human Development

    Patricia H MillerARTICLESigns: Journal of Women in…2006

  • The Essence of Essentialism

    Open AccessPatricia H MillerARTICLEHuman Development2004

  • Order in Variability, Variability in Order

    Open AccessPatricia H MillerARTICLEHuman Development2002

    Commentaries| April 15 2002 Order in Variability, Variability in Order: Why It Matters for Theories of Development Subject Area: Psychiatry and Psychology , Women's and Children's Health Patricia H. Miller Patricia H. Miller Department of Psychology, University of Georgia, Athens, Ga., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (2002) 45 (3): 161–166. https://doi.org/10.1159/000057071 Article h…

  • Developmental issues in model-based reasoning during childhood

    Open AccessPatricia H MillerARTICLEMind & Society2001Referencias: 2

  • Instructing Children to Use Memory Strategies

    Open AccessDavid F Bjorklund, Patricia H Miller et al.ARTICLEDevelopmental Review1997

  • New Themes in Strategy Development

    Open AccessDavid F Bjorklund, Patricia H MillerARTICLEDevelopmental Review1997

  • The role of strategy effortfulness in strategy effectiveness

    Patricia H Miller, Janet Woody-Ramsey et al.ARTICLEDevelopmental Psychology1991Citada por: 5

    The role of effort in strategy effectiveness (i.e., benefit for recall) was examined by determining whether reducing the capacity demands of a strategy would increase recall in young children who are spontaneously highly strategic. Kindergartners and first graders (N=116) chose, by opening doors, certain objects to view from a larger pool of objects during a study period in a selective recall task. The most mature involved viewing only the object…

  • Discounting in children

    Open AccessPatricia H Miller, Patricia A AloiseARTICLEDevelopmental Review1990

  • Preschoolers' strategies of attention on a same-different task

    Patricia H Miller, Yvette R HarrisARTICLEDevelopmental Psychology1988Citada por: 1

  • Preschoolers' strategies of attention on a same^different task

    Patricia H Miller, Yvette R HarrisARTICLEDevelopmental Psychology1988

  • Attentional strategies, attention, and metacognition in Puerto Rican children

    Patricia H Miller, Roberto Jordán et al.ARTICLEDevelopmental Psychology1982

  • Preschoolers' knowledge about attention

    Patricia H Miller, Robert J Zalenski et al.ARTICLEDevelopmental Psychology1982Citada por: 2

  • Facilitation of conservation of number in young children

    Patricia H Miller, Karen H Heldmeyer et al.ARTICLEDevelopmental Psychology1975Citada por: 1Referencias: 2

    Preschool and kindergarten children received seven tests of conservation of number which varied in the type and number of perceptual supports for conservation. Most of the tests with these supports facilitated performance in comparison to the standard conservation test. Coaservation appeared earlier than usual. There were significant effects of supports which emphasized correspondence and deemphasized length cues, unclear effects of the number of…