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Publications - Adele Diamond

2006/07 to 2010/11

Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21, 780-793.

Shing, Y.L., Lindenberger, U., Diamond, A., Li, S-C., & Davidson, M.C. (2010). Memory maintenance and inhibitory control differentiate from early childhood to adolescence. Developmental Neuropsychology, 35, 679-697.

Diamond, A. (2009). When in competition against engrained habits, is conscious representation sufficient or is inhibition of the habit also needed? Developmental Science, 12, 20-22.

Diamond, A. (2009). All or none hypothesis: A global-default mode that characterizes the brain and mind. Developmental Psychology, 45, 130-138.

Diamond, A. (2009). The interplay of biology and the environment broadly defined. Developmental Psychology, 45, 1-8.

Diamond, A. (2009). Apprendre apprendre. Dossier de La Recherche, 34, 88-92.

Diamond, A. & Amso, D. (2008). Contributions of neuroscience to our understanding of cognitive development. Current Directions in Psychological Science, 17, 136-141.

Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: Promotion of self-regulation and the prevention of early school failure. Development and Psychopathology, 20, 899-911.

Diamond, A. (2007). Interrelated and interdependent. Developmental Science, 10, 152-158.

Diamond, A. (2007). Consequences of variations in genes that affect dopamine in prefrontal cortex. Cerebral Cortex, 17, 161-170.

Diamond, A., Barnett, W.S., Thomas, J., & Munro, S.T (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.

Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. Craik (eds.), Lifespan Cognition: Mechanisms of Change (pp. 70-95). NY: Oxford University Press.

Davidson, M.C., Amso, D., Anderson, L.C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4-13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037 - 2078.

Diamond, A. (2006). Bootstrapping conceptual deduction using physical connection: Rethinking frontal cortex. Trends in Cognitive Sciences, 10, 212-218.