C. Clark

Publications56
h-index21
Citations2,604
Highly Influential Citations158
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The structure of executive function in 3-year-olds.
Although the structure of executive function (EF) during adulthood is characterized by both unity and diversity, recent evidence suggests that preschool EF may be best described by a single factor.… Expand
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Preschool executive functioning abilities predict early mathematics achievement.
Impairments in executive function have been documented in school-age children with mathematical learning difficulties. However, the utility and specificity of preschool executive function abilities… Expand
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Executive functioning in preschool children born very preterm: relationship with early white matter pathology.
Despite evidence for executive dysfunction in school-aged preterm children, less is known about the early development of these difficulties or their underlying neuropathology. This study used… Expand
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Very preterm birth: maternal experiences of the neonatal intensive care environment
Objective:Examine sources, predictors and child outcomes associated with neonatal intensive care unit (NICU)-related stress for mothers of infants born very preterm (VPT).Study Design:Participants… Expand
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Early school-based learning difficulties in children born very preterm.
BACKGROUND Educational underachievement is a major morbidity associated with very preterm (VPT) birth. However, few studies have examined early school outcomes with most employing global, clinic… Expand
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Neonatal White Matter Abnormalities an Important Predictor of Neurocognitive Outcome for Very Preterm Children
Background Cerebral white matter abnormalities on term MRI are a strong predictor of motor disability in children born very preterm. However, their contribution to cognitive impairment is less… Expand
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Charting early trajectories of executive control with the shape school.
Despite acknowledgement of the importance of executive control for learning and behavior, there is a dearth of research charting its developmental trajectory as it unfolds against the background of… Expand
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Development of emotional and behavioral regulation in children born extremely preterm and very preterm: biological and social influences.
This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks… Expand
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Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls.
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition… Expand
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Neonatal Cerebral Abnormalities and Later Verbal and Visuospatial Working Memory Abilities of Children Born Very Preterm
As part of a prospective, longitudinal study, 103 very preterm children underwent structural magnetic resonance (MR) imaging at term equivalent age and an assessment of verbal (Digit Span) and… Expand
  • 66
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