1
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Smith JN, Jusko ML, Fosco WD, Musser ED, Raiker JS. A critical review of hot executive functioning in youth attention-deficit/hyperactivity disorder: Methodological limitations, conceptual considerations, and future directions. Dev Psychopathol 2024; 36:601-615. [PMID: 36734223 DOI: 10.1017/s0954579422001432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Hot executive functioning (EF) - EF under emotionally or motivationally salient conditions - is a putative etiology of attention-deficit/hyperactivity disorder (ADHD), disruptive behavior problems (DBPs), and their related impairments. Despite two decades of research, the present study is the first review of the construct in youth ADHD, with a particular focus on the role of task design, age, and DBPs, as well as relevant conceptual and methodological considerations. While certain hot EF tasks have been investigated extensively (e.g., choice impulsivity), substantial inconsistency in measurement of the broader construct remains, severely limiting conclusions. Future research should a) consider the extent to which various hot EF tasks relate to one another, a higher order factor, and other related constructs; b) further investigate task design, particularly the elicitation of emotion or motivation and its anticipated effect on EF; and c) incorporate multiple levels of analysis to validate similarities and differences among tasks with regard to the affective experiences and cognitive demands they elicit. With improved measurement and conceptual clarity, hot EF has potential to advance the literature on etiological pathways to ADHD, DBPs and associated impairments and, more broadly, may represent a useful tool for understanding the influence of emotion and motivation on cognition.
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Affiliation(s)
| | | | | | - Erica D Musser
- Florida International University (FIU), USA
- FIU Center for Children and Families, USA
- FIU Embrace, USA
| | - Joseph S Raiker
- Florida International University (FIU), USA
- FIU Center for Children and Families, USA
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2
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Wang Y, Ji H. Hot and cool executive function in the development of behavioral problems in grade school. Dev Psychopathol 2024:1-11. [PMID: 38415404 DOI: 10.1017/s0954579424000415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/29/2024]
Abstract
Despite the well-established link between children's executive function and behavioral adjustment, it remains unclear whether the hot and cool aspects of executive function are uniquely associated with children's behavioral problems. Using longitudinal data spanning in the grade school (N = 1,140), this study aimed to examine whether hot and cool executive function skills may be uniquely related to the development of behavioral problems. Hot and cool executive function skills were measured with tasks, standardized tests, and questionnaires at 54 months and in the first grade, respectively. Internalizing and externalizing problems were evaluated by teachers using questionnaires throughout the grade school. The results indicated that, independent of each other, hot and cool executive function skills were uniquely and negatively related to the development of internalizing and externalizing problems over time at the between-individual level, adjusting for within-individual fluctuations. Moreover, internalizing and externalizing problems were positively related at the between-individual level across the grade school. Findings provide needed evidence to clarify the relations between hot and cool executive function and children's behavioral problems, emphasizing the importance of both aspects of executive function in understanding the development of behavioral problems in school-age children.
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Affiliation(s)
- Yiji Wang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China
- Shanghai Changning Mental Health Center, Shanghai, China
| | - Huayu Ji
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China
- Shanghai Changning Mental Health Center, Shanghai, China
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3
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Ramos C, Pereira AF, Feher A, Baptista J. How does sensitivity influence early executive function? A critical review on hot and cool processes. Infant Behav Dev 2023; 73:101895. [PMID: 37856950 DOI: 10.1016/j.infbeh.2023.101895] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 09/26/2023] [Accepted: 10/08/2023] [Indexed: 10/21/2023]
Abstract
There is compelling evidence that the quality of caregiver-child interactions during toddlerhood and the preschool years supports the development of executive function (EF) (Bernier et al., 2010; 2015; 2016; Fay-Stammbach et al., 2014; Geeraerts et al., 2021). Based on such findings, we make the case herein that sensitivity may be one of the most important dimensions of parenting contributing to early EF. In the present article, we will review empirical evidence, integrating findings from a wide range of scientific disciplines - cognitive psychology, neuroscience, and developmental psychopathology - and present theoretical ideas about how two contexts of sensitive caregiving - i.e. sensitivity to distress and non-distress cues - may be contributing differently to hot and cool EF development. Implications for future investigations on the environmental contributors of early EF, and its mechanisms, are discussed.
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Affiliation(s)
- Cláudia Ramos
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Alfredo F Pereira
- NOVA School of Science and Technology, Center of Technology and Systems (UNINOVA-CTS), NOVA University Lisbon.
| | - Amber Feher
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Joana Baptista
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
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4
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Korucu I, Paes TM, Costello LA, Duncan RJ, Purpura DJ, Schmitt SA. The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2023]
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5
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Moriguchi Y, Phillips S. Evaluating the Distinction between Cool and Hot Executive Function during Childhood. Brain Sci 2023; 13:brainsci13020313. [PMID: 36831856 PMCID: PMC9953946 DOI: 10.3390/brainsci13020313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 02/08/2023] [Accepted: 02/11/2023] [Indexed: 02/15/2023] Open
Abstract
This article assesses the cool-hot executive function (EF) framework during childhood. First, conceptual analyses suggest that cool EF (cEF) is generally distinguished from hot EF (hEF). Second, both EFs can be loaded into different factors using confirmatory factor analyses. Third, the cognitive complexity of EF is similar across cEF tasks, and the cognitive complexity of cEF is similar to hEF tasks. Finally, neuroimaging analysis suggests that children activate the lateral prefrontal regions during all EF tasks. Taken together, we propose that the cool-hot framework is a useful, though not definitive way of characterizing differences in EF.
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Affiliation(s)
- Yusuke Moriguchi
- Graduate School of Letters, Kyoto University, Yoshidahoncho, Kyoto 606-8501, Japan
- Correspondence: ; Tel.: +81-75-753-2852
| | - Steven Phillips
- Mathematical Neuroscience Group, Human Informatics and Interaction Research Group, National Institute of Advanced Industrial Science and Technology (AIST), Tsukuba 305-8566, Japan
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6
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Wang Z, Gao X. Patience Is a Virtue: Theory of Mind Longitudinally Predicts Children's Delay during School Transition. Dev Neuropsychol 2022; 47:233-246. [PMID: 35786101 DOI: 10.1080/87565641.2022.2094382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Four- to seven-year-old children participated in a battery of tasks assessing their theory of mind, conflict inhibition, and delay at time 1, and theory of mind and delay one year later at time 2. Cross-lagged analysis revealed that earlier theory of mind predicted later delay after controlling for earlier conflict inhibition and theory of mind, child age, and family socioeconomic status. The findings highlighted the dynamic nature of the association between theory of mind and delay during the school transition years in its strength and direction, and the increasing specificity in the structure of executive function with age.
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Affiliation(s)
- Zhenlin Wang
- Department of Psychology, The Education University of Hong Kong, Hong Kong
| | - Xiaozi Gao
- Centre for Educational and Developmental Sciences, the Education University of Hong Kong, Hong Kong
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7
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Giuliani NR, Kelly NR. Associations Among Food Delay of Gratification, Cognitive Measures, and Environment in a Community Preschool Sample. Front Nutr 2022; 9:788583. [PMID: 35479757 PMCID: PMC9036103 DOI: 10.3389/fnut.2022.788583] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Accepted: 03/15/2022] [Indexed: 11/13/2022] Open
Abstract
Much of the work on the development of appetite self-regulation in early childhood employs tasks assessing Delay of Gratification (DoG). While this skill is thought to rely on "cool" cognitive processes like effortful control, executive functioning, and self-regulation, demonstration of how laboratory measures of food DoG relate to common assessments of those cognitive processes in community samples of children is needed. This study presents secondary data investigating the associations between two laboratory tasks of food DoG, the Snack Delay and Tongue Tasks, and an array of laboratory and parent-report cognitive measures in a sample of 88 children ages 3-6 (M age = 4.05, SD = 0.76), as well as how four measures of the child's environment were associated with food DoG. Results indicated that both measures of food DoG were positively correlated with performance on the cognitive tasks, with stronger associations observed for the Tongue Task. Family income was positively associated with food DoG as measured by the Tongue Task, and child negative life events in the past year were negatively correlated with food DoG as measured by the Snack Delay Task. These findings present the pattern of associations between cognitive tasks and food DoG, the development of which may be meaningfully affected by specific aspects of family environment.
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Affiliation(s)
- Nicole R. Giuliani
- Department of Special Education and Clinical Sciences, Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Nichole R. Kelly
- Department of Counseling Psychology and Human Services, Prevention Science Institute, University of Oregon, Eugene, OR, United States
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8
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Moriguchi Y. Relationship between cool and hot executive function in young children: A near-infrared spectroscopy study. Dev Sci 2021; 25:e13165. [PMID: 34327776 DOI: 10.1111/desc.13165] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 07/27/2021] [Accepted: 07/27/2021] [Indexed: 11/30/2022]
Abstract
A theoretical distinction exists between the cool and hot aspects of executive function (EF). At the neural level, cool EF may be associated with activation in the lateral prefrontal cortex and the anterior cingulate cortex, whereas the orbitofrontal cortex may play a key role in hot EF. However, some recent studies have shown that young children show activity in the lateral prefrontal regions during hot EF tasks, suggesting that the distinction between hot and cool EF may not be as marked. Nevertheless, few neuroimaging studies have directly examined the relationship between cool and hot EF. In this study, preschool children (N = 46, mean age = 66.1 months) were given both cool (Dimensional Change Card Sort (DCCS) and Stroop-like tasks) and hot (delay of gratification) EF tasks, and neural activation during these tasks was measured using functional near-infrared spectroscopy (fNIRS). Correlational analyses and analysis of variance (ANOVA) were conducted to assess the relationship between cool and hot EF. At the behavioral level, a moderate correlation was found between DCCS and Stroop-like tasks, but no correlation emerged between cool and hot EF tasks. At the neural level, prefrontal activations during the cool EF tasks did not correlate with those during the hot EF task. Further, children showed stronger prefrontal activations during the DCCS tasks compared to the delay of gratification tasks. The results suggest that the neural basis of hot and cool EF may differ during early childhood.
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Affiliation(s)
- Yusuke Moriguchi
- Graduate School of Letters, Kyoto University, Yoshidahoncho, Kyoto, Japan
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9
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Alfonso SV, Lonigan CJ. Executive Function, Language Dominance and Literacy Skills in Spanish-speaking Language-minority Children: A Longitudinal Study. EARLY CHILDHOOD RESEARCH QUARTERLY 2021; 57:228-238. [PMID: 34629727 PMCID: PMC8496874 DOI: 10.1016/j.ecresq.2021.06.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
In the U.S., children whose home language is Spanish are at increased risk for the development of reading difficulties. Studies have reported a link between executive function (EF) and reading; few studies have examined this linkage in Spanish-speaking language-minority (LM) children. This longitudinal study examined the association between preschool EF and kindergarten reading-related skills in 241 Spanish-speaking LM children (M-age in preschool = 54.23 months, SD = 6.17). In preschool, children completed measures of inhibitory control (IC) and working memory (WM) in their dominant language, and early literacy skills in Spanish and English. In the fall of their kindergarten year, children completed code- and language-related literacy measures in both languages. A two-factor model (IC and WM) accounted for children's preschool EF. Most zero-order correlations between EF factors and kindergarten outcomes in Spanish (rs = .03-.40) and English (rs = .05-.35) were statistically significant. For English-language outcomes, WM was more strongly associated with code-related skills and IC with language-related skills; for Spanish-language outcomes, WM was more strongly related to both code- and language- related skills than IC. There was little difference in the associations between EF and reading outcomes based on the language in which EF was measured (i.e., the child's dominant language). When controlling for early literacy skills in the same language as the kindergarten outcomes, EF contributed significant unique variance to kindergarten skills in English but not in Spanish. For Spanish language outcomes, early literacy skills appear to mediate the role of preschool EF. The results suggest that children's development in cognitive domains, such as EF, may have an important role in the acquisition of core early reading skills for Spanish-speaking LM children.
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Affiliation(s)
- Sarah V Alfonso
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, U.S.A
| | - Christopher J Lonigan
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, U.S.A
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10
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Wang Z, Wang L. Little pranksters: Inhibitory control mediates the association between false belief understanding and practical joking in young children. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2021. [DOI: 10.1177/0165025420988594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
To successfully pull a practical joke on someone, children need to understand that their victims do not know what they themselves know, be able to intentionally manipulate others’ beliefs, and maintain a straight face to safeguard the integrity of the joke. This study examined the relationship between children’s developing theory of mind (ToM), inhibitory control, and their ability to pull a practical joke. Ninety-five children between ages 2 and 6 participated in, among other measures, a practical joke task that required them to knowingly give one of the experimenters a gift box containing a rubber insect. Results showed that children’s ability to pull a practical joke was significantly related to their age, false belief understanding (FBU), inhibitory control, and verbal ability. Children with more siblings were more likely to successfully pull a practical joke. Most importantly, inhibitory control was shown to mediate the relation between FBU and practical joking. The findings provide evidence that practical joking as an example of ToM use is effortful.
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Affiliation(s)
- Zhenlin Wang
- The Education University of Hong Kong, Hong Kong
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11
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Kälin S, Roebers CM. Self-regulation in Preschool Children: Factor Structure of Different Measures of Effortful Control and Executive Functions. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2020.1862120] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Sonja Kälin
- Department of Psychology, University of Bern, Bern, Switzerland
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12
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Lee H, Kao K, Doan S. Exploring relationship between self-regulation dimensions and cardiac autonomic functioning in preschoolers. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:205-216. [PMID: 33090560 DOI: 10.1111/bjdp.12355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2020] [Revised: 09/23/2020] [Indexed: 11/29/2022]
Abstract
The present study examined the association between behavioural dimensions of self-regulation and respiratory sinus arrhythmia (RSA), a marker of cardiac autonomic functioning in a sample of preschool children in the United States. Sixty-six children's emotion- and cognitive-oriented dimensions of self-regulation were examined with respect to changes in RSA (reactivity and recovery). Results showed that children's recovery RSA, which indicates the ability to return to homeostasis, but not reactivity, was significantly associated with the cognitive-oriented self-regulation.
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Affiliation(s)
- Helen Lee
- Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - Katie Kao
- Brazelton Touchpoints Center, Division of Developmental Medicine, Boston Children's Hospital, Boston, Massachusetts, USA
| | - Stacey Doan
- Department of Psychology, Claremont McKenna College, California, USA
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13
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Lee HY, Doan SN. Ethnicity Moderates the Association between Autonomic Functioning and Temperament in Preschool Children. The Journal of Genetic Psychology 2020; 181:181-190. [PMID: 32292133 DOI: 10.1080/00221325.2020.1751044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Respiratory sinus arrhythmia (RSA) has been extensively investigated as a marker of adaptive emotional functioning in both children and adults, with studies linking RSA to temperamental dimensions such as positive affect and extraversion. However, few studies have examined the extent to which relations between RSA and temperament characteristics vary across ethnicity in childhood. We examined relations between respiratory sinus arrhythmia (RSA) and temperament dimensions (Activity Level, Task Orientation, and Affect-Extraversion) and the moderating role of ethnicity among preschoolers. Chinese- American (n = 28, Mage = 54.30 months) and European American (n = 32, Mage = 50.41 months) preschoolers were assessed for their temperament and RSA. Findings indicated higher levels of Affect-Extraversion among European American children. Ethnicity moderated the association between the baseline RSA and the Affect-Extraversion dimension of temperament, with a significant positive association found only for European American children. More research is needed to examine the effects of social-cultural experiences on the relation between children's affective regulation and autonomic functioning development.
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Affiliation(s)
- Helen Y Lee
- University of Southern California, Los Angeles, California, USA
| | - Stacey N Doan
- Department of Psychology, Berger Institute, Claremont McKenna College, Claremont, California, USA
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14
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Abstract
Executive function (EF) skills are neurocognitive skills that support the reflective, top-down coordination and control of other brain functions, and there is neural and behavioral evidence for a continuum from more "cool" EF skills activated in emotionally neutral contexts to more "hot" EF skills needed for the reversal of motivationally significant tendencies. Difficulties in EF are transdiagnostic indicators of atypical development. A neurodevelopmental model traces the pathway from adverse childhood experiences and stress to disruption of the development of neural systems supporting reflection and EF skills to an increased risk for general features of psychopathology. Research indicates that EF skills can be cultivated through scaffolded training and are a promising target for therapeutic and preventive intervention. Intervention efficacy can be enhanced by mitigating disruptive bottom-up influences such as stress, training both hot and cool EF skills, and adding a reflective, metacognitive component to promote far transfer of trained skills.
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Affiliation(s)
- Philip David Zelazo
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota 55455-0345, USA;
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15
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Rademacher A, Koglin U. Selbstregulation als Mediator für den Zusammenhang zwischen Erziehung und der Entwicklung von Verhaltensproblemen und sozial-emotionalen Kompetenzen bei Grundschulkindern. KINDHEIT UND ENTWICKLUNG 2020. [DOI: 10.1026/0942-5403/a000297] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Der Einfluss elterlicher Erziehung auf die Entwicklung von externalisierenden Verhaltensproblemen und sozial-emotionalen Kompetenzen bei Kindern wurde in vielzähligen Studien hervorgehoben. Zu den erklärenden Mechanismen für diese Zusammenhänge liegen bisher nur wenige Erkenntnisse vor. Das Ziel dieser Studie ist es, die Rolle der kindlichen Selbstregulation als möglichen Mediator für den Einfluss von den Erziehungsstilen Liebe, Strenge und Selbstständigkeit auf die Entwicklung von sozial-emotionalen Kompetenzen und externalisierenden Problemverhaltensweisen zu untersuchen. Die vorliegenden Pfadanalysen basieren auf Fragebogendaten über N = 445 Kinder und ihre Familien. Die Ergebnisse dieser Studie zeigen indirekte Effekte für die Zusammenhänge zwischen dem Erziehungsstil und kindlichen Verhaltensproblemen und Kompetenzen auf. Die Fähigkeit zur Selbstregulation kann in dieser Beziehung als eine Art Weiche für die Entwicklung von Kindern verstanden werden.
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Affiliation(s)
| | - Ute Koglin
- Carl von Ossietzky Universität Oldenburg
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16
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Bairova NB, Bocharov AV, Savostyanov AN, Petrenko EN, Kozlova EA, Saprigyn AE, Slobodskaya HR. Stroop-like animal size test: Links with child effortful control, personality and problem behavior. Child Neuropsychol 2019; 26:409-432. [PMID: 31535948 DOI: 10.1080/09297049.2019.1665173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This study examined children's performance on the Stroop-like animal size test and its relations to parent-reported temperamental effortful control, personality, and common emotional and behavioral problems in a Russian sample of 5-12-year-olds (N = 202). The animal size test demonstrated a Stroop-like effect for accuracy and response time (RT) in both genders and across all ages. Children's performance on the animal size test considerably improved with age such that older children performed more accurately, were faster and their responses were less variable than younger children's responses. The findings indicated that RT was negatively related to temperamental trait of effortful control and its key components, attention focusing and inhibitory control, whereas RT variability was negatively related to both regulatory traits, effortful control and conscientiousness, and their components. Children's performance on the AST was meaningfully related to hyperactivity-inattention, externalizing behavior and overall level of childhood psychopathology. These findings provide support for the usefulness of the animal size test in the neuropsychological assessment of preschool and school-age children.
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Affiliation(s)
- Nadezhda B Bairova
- Department of Child Development and Individual Differences, Institute of Physiology and Basic Medicine, Novosibirsk, Russia
| | - Andrey V Bocharov
- Department of Psychophysiology of Individual Differences, Institute of Physiology and Basic Medicine, Novosibirsk, Russia.,Institute of the Humanities, Novosibirsk State University, Novosibirsk, Russia
| | - Alexander N Savostyanov
- Department of Psychophysiology of Individual Differences, Institute of Physiology and Basic Medicine, Novosibirsk, Russia.,Institute of the Humanities, Novosibirsk State University, Novosibirsk, Russia
| | - Evgenia N Petrenko
- Department of Child Development and Individual Differences, Institute of Physiology and Basic Medicine, Novosibirsk, Russia
| | - Elena A Kozlova
- Department of Child Development and Individual Differences, Institute of Physiology and Basic Medicine, Novosibirsk, Russia.,Institute of Medicine and Psychology, Novosibirsk State University, Novosibirsk, Russia
| | - Alexander E Saprigyn
- Department of Psychophysiology of Individual Differences, Institute of Physiology and Basic Medicine, Novosibirsk, Russia
| | - Helena R Slobodskaya
- Department of Child Development and Individual Differences, Institute of Physiology and Basic Medicine, Novosibirsk, Russia.,Institute of Medicine and Psychology, Novosibirsk State University, Novosibirsk, Russia
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17
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Simpson A, Carroll DJ. Understanding Early Inhibitory Development: Distinguishing Two Ways That Children Use Inhibitory Control. Child Dev 2019; 90:1459-1473. [DOI: 10.1111/cdev.13283] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
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18
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Nguyen T, Duncan RJ, Bailey DH. Theoretical and Methodological Implications of Associations between Executive Function and Mathematics in Early Childhood. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019; 58:276-287. [PMID: 31814657 PMCID: PMC6897363 DOI: 10.1016/j.cedpsych.2019.04.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Despite agreement about the importance of executive function (EF) for children's early math achievement, its treatment in correlational studies reflects a lack of agreement about the theoretical connection between the two. It remains unclear whether the association between EF and math operates through a latent EF construct or specific EF components. Specifying the correct measurement model has important theoretical implications for the predicted effects of EF interventions on children's math achievement. In the current study, we tested whether associations between EF and math operate via a latent EF factor, or via specific EF components using data from a large, nationally representative sample. We then replicated these same analyses with a meta-analytic database drawn from ten studies that collected measures of children's EF and math achievement. Our results lend support to explanations that a single EF factor accounts for most of the EF component-specific associations with math achievement. We discuss theoretical and methodological implications of these findings for future work.
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Affiliation(s)
- Tutrang Nguyen
- Curry School of Education & Human Development, University of Virginia, PO Box 800784, Charlottesville, VA 22904, 434-243-8665
| | - Robert J. Duncan
- Department of Human Development and Family Studies and Public Health Graduate Program, Purdue University, 247 Hanley Hall, West Lafayette, IN 47907, 765-494-3312
| | - Drew H. Bailey
- School of Education, University of California, Irvine, 2072 Education, Irvine, CA 92697, 949-824-4329
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19
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Rademacher A, Koglin U. Analyzing the latent factor structure of self-regulation in preschoolers: New directions regarding a differentiation of cool self-regulation. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1080/17405629.2019.1620728] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Annika Rademacher
- Department of Special Needs Education and Rehabilitation, University of Oldenburg, Oldenburg, Germany
| | - Ute Koglin
- Department of Special Needs Education and Rehabilitation, University of Oldenburg, Oldenburg, Germany
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20
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Church JA, Cirino PT, Miciak J, Juranek J, Vaughn S, Fletcher JM. Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities. New Dir Child Adolesc Dev 2019; 2019:25-54. [PMID: 31046202 PMCID: PMC6522302 DOI: 10.1002/cad.20292] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a bi-factor structure best represented a comprehensive assessment of EF. Study 1b found that cognitive and behavioral measures of EF related independently to math and reading. Study 1c found that EF related to reading, above and beyond other variables, but Study 1d found no evidence that adding an EF training component improved intervention response. Study 1e found that pretest EF abilities did not relate to intervention response. Neuroimaging studies examined EF-related brain activity during both reading and nonlexical EF tasks. In Study 2a, the EF task evoked control activity, but generated no differences between struggling and typical readers. The reading task, however, had group differences in both EF and reading regions. In Study 2b, EF activity during reading at pretest was related to intervention response. Across studies, EF appears involved in the reading process. There is less evidence for general EF predicting or improving intervention outcomes.
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Moriguchi Y, Shinohara I. Less Is More Activation: The Involvement of the Lateral Prefrontal Regions in a “Less Is More” Task. Dev Neuropsychol 2019; 44:273-281. [DOI: 10.1080/87565641.2019.1608549] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
| | - Ikuko Shinohara
- Guidance and Counseling Research Center, National Institute for Educational Policy Research of Japan, Chiyoda-ku, Japan
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Skibbe LE, Montroy JJ, Bowles RP, Morrison FJ. Self-regulation and the Development of Literacy and Language Achievement from Preschool through Second Grade. EARLY CHILDHOOD RESEARCH QUARTERLY 2019; 46:240-251. [PMID: 30636841 PMCID: PMC6328261 DOI: 10.1016/j.ecresq.2018.02.005] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Previous research has established that higher levels of behavioral self-regulation are associated with higher levels of language and literacy. In this study, we take a more developmental perspective by considering how trajectories of self-regulation development (early, intermediate, late) predict the way literacy and language skills develop from preschool through second grade. Children (n = 351) were assessed twice per year for up to four years on indicators of decoding, reading comprehension, phonological awareness, and vocabulary. Using non-linear growth curve models, we found that children who demonstrated self-regulation earlier had higher language and literacy skills throughout preschool to second grade. More specifically, earlier self-regulation trajectories were associated with both higher levels and earlier development of both decoding and reading comprehension, but not faster development. Children with early self-regulation trajectories developed phonological awareness earlier than those with late self-regulation trajectories. Finally, children with early self-regulation trajectories had higher levels of vocabulary than children with intermediate trajectories, but did not differ on the rate or timing of vocabulary development. Findings point to the enduring and interconnected nature of self-regulation and children's language and literacy development.
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Willems YE, Li JB, Hendriks AM, Bartels M, Finkenauer C. The Relationship between Family Violence and Self-Control in Adolescence: A Multi-Level Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:E2468. [PMID: 30400653 PMCID: PMC6265739 DOI: 10.3390/ijerph15112468] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2018] [Revised: 10/20/2018] [Accepted: 10/22/2018] [Indexed: 11/28/2022]
Abstract
Theoretical studies propose an association between family violence and low self-control in adolescence; however, empirical findings of this association are inconclusive. The aim of the present research was to systematically summarize available findings on the relation between family violence and self-control across adolescence. We included 28 studies with 143 effect sizes, representing more than 25,000 participants of eight countries from early to late adolescence. Applying a three-level meta-analysis, taking dependency between effect sizes into account while retaining statistical power, we examined the magnitude and direction of the overall effect size. Additionally, we investigated whether theoretical moderators (e.g., age, gender, country), and methodological moderators (e.g., time lag between family violence and self-control, informant) influenced the magnitude of the association between family violence and self-control. Our results revealed that family violence and self-control have a small to moderate significant negative association (r = -0.191). This association did not vary across gender, country, and informants. The strength of the association, however, decreased with age and in longitudinal studies. This finding provides evidence that researchers and clinicians may expect low self-control in the wake of family violence, especially in early adolescence. Recommendations for future research in the area are discussed.
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Affiliation(s)
- Yayouk E Willems
- Department of Biological Psychology, Vrije Universiteit Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands.
- Department of Interdisciplinary Social Science, Universiteit Utrecht, Heidelberglaan 1, 3508 TC Utrecht, The Netherlands.
| | - Jian-Bin Li
- Department of Early Childhood Education, The Education University of Hong Kong, 10, Lo Ping Road, Tai Po, New Territories, Hong Kong, China.
- Center for Child and Family Science, The Education University of Hong Kong, 10, Lo Ping Road, Tai Po, New Territories, Hong Kong, China.
| | - Anne M Hendriks
- Department of Biological Psychology, Vrije Universiteit Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands.
| | - Meike Bartels
- Department of Biological Psychology, Vrije Universiteit Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands.
- Neuroscience Amsterdam, De Boelelaan 1085, 1081 HV Amsterdam, The Netherlands.
| | - Catrin Finkenauer
- Department of Biological Psychology, Vrije Universiteit Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands.
- Department of Interdisciplinary Social Science, Universiteit Utrecht, Heidelberglaan 1, 3508 TC Utrecht, The Netherlands.
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Lin B, Liew J, Perez M. Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. EARLY CHILDHOOD RESEARCH QUARTERLY 2018; 47:1-8. [PMID: 31223199 PMCID: PMC6585984 DOI: 10.1016/j.ecresq.2018.10.004] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Effortful control (EC) and executive functioning (EF) are two focal constructs in the study of self-regulation in early childhood.Given a number of conceptual and empirical overlaps between EC and EF, this study examined the associations between commonly used laboratory and performance-based measures of EC and EF in early childhood. Children (N =247; age 4-6 years) completed the Shape Stroop, Snack Delay and Toy Delay tasks, as well as the Conner's Kiddie-Continuous erformance Task (KCPT).Partial correlations and confirmatory factor analysis (CFA) were conducted to assess the relations between performance on the EC and F tasks and the factor structure of self-regulation. Convergent and divergent validity were found amongst the performance-based measures. Inaddition, results from CFA support a one-factor model of self-regulation with "hot" EC and "cool" EF loading onto a general self-regulation factor. Study results highlight the similarities that exist between EC and EF during early childhood and the need for integrative, whole-child approaches in order to understand the neurophysiological and behavioral underpinnings of self-regulation and its development.
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Affiliation(s)
- Brenna Lin
- Texas A&M University, College Station, TX
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Karr JE, Areshenkoff CN, Rast P, Hofer SM, Iverson GL, Garcia-Barrera MA. The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies. Psychol Bull 2018; 144:1147-1185. [PMID: 30080055 DOI: 10.1037/bul0000160] [Citation(s) in RCA: 253] [Impact Index Per Article: 42.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Confirmatory factor analysis (CFA) has been frequently applied to executive function measurement since first used to identify a three-factor model of inhibition, updating, and shifting; however, subsequent CFAs have supported inconsistent models across the life span, ranging from unidimensional to nested-factor models (i.e., bifactor without inhibition). This systematic review summarized CFAs on performance-based tests of executive functions and reanalyzed summary data to identify best-fitting models. Eligible CFAs involved 46 samples (N = 9,756). The most frequently accepted models varied by age (i.e., preschool = one/two-factor; school-age = three-factor; adolescent/adult = three/nested-factor; older adult = two/three-factor), and most often included updating/working memory, inhibition, and shifting factors. A bootstrap reanalysis simulated 5,000 samples from 21 correlation matrices (11 child/adolescent; 10 adult) from studies including the three most common factors, fitting seven competing models. Model results were summarized as the mean percent accepted (i.e., average rate at which models converged and met fit thresholds: CFI ≥ .90/RMSEA ≤ .08) and mean percent selected (i.e., average rate at which a model showed superior fit to other models: ΔCFI ≥ .005/.010/ΔRMSEA ≤ -.010/-.015). No model consistently converged and met fit criteria in all samples. Among adult samples, the nested-factor was accepted (41-42%) and selected (8-30%) most often. Among child/adolescent samples, the unidimensional model was accepted (32-36%) and selected (21-53%) most often, with some support for two-factor models without a differentiated shifting factor. Results show some evidence for greater unidimensionality of executive function among child/adolescent samples and both unity and diversity among adult samples. However, low rates of model acceptance/selection suggest possible bias toward the publication of well-fitting but potentially nonreplicable models with underpowered samples. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Lo SL. A meta-analytic review of the event-related potentials (ERN and N2) in childhood and adolescence: Providing a developmental perspective on the conflict monitoring theory. DEVELOPMENTAL REVIEW 2018. [DOI: 10.1016/j.dr.2018.03.005] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Kouklari EC, Tsermentseli S, Monks CP. Hot and cool executive function in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories. Child Neuropsychol 2017; 24:1088-1114. [PMID: 29052463 DOI: 10.1080/09297049.2017.1391190] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The development of executive function (EF) in autism spectrum disorder (ASD) has only been investigated using "cool"-cognitive-EF tasks. Little is known about the development of "hot"-affective-EF and whether it follows a similar developmental pathway. This study employed a cross-sectional developmental trajectories approach to examine the developmental changes in cool (working memory, inhibition, and planning) and hot EF (delay discounting and affective decision-making) of ASD participants (n = 79) and controls (n = 91) relative to age and IQ, shedding more light on the hot-cool EF organization. The developmental trajectories of some aspects of cool EF (working memory and planning) differed significantly as a function of age in ASD participants relative to controls. For both hot EFs, no significant age-related changes were found in either group. These findings extend our understanding regarding the maturation of EF from childhood through adolescence in ASD.
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Affiliation(s)
| | - Stella Tsermentseli
- a Department of Psychology, Social Work and Counselling , University of Greenwich , London , UK
| | - Claire P Monks
- a Department of Psychology, Social Work and Counselling , University of Greenwich , London , UK
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28
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Duncan RJ, McClelland MM, Acock AC. Relations between executive function, behavioral regulation, and achievement: Moderation by family income. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1016/j.appdev.2017.01.004] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Spiegel JA, Lonigan CJ, Phillips BM. Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version. Psychol Assess 2017; 29:172-185. [PMID: 27148785 PMCID: PMC5097689 DOI: 10.1037/pas0000324] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and children's academic abilities and behavioral self-regulation were assessed to test the construct and convergent validity of the BRIEF-P scores. Results yielded mixed findings concerning the structure of the BRIEF-P and validity of its resultant scores. Results of the factor analyses indicated that the items of the BRIEF-P did not map onto factors in the way that would be expected based on its item-to-subscale mapping. The best solutions were a 4-factor and a bifactor model. The 4-factor solution revealed substantial correlations between factors, and although the bifactor solution identified a General Self-Regulation factor that explained variance in responses across items, this general factor did not account for all of the overlap among specific factors. Analyses of the relations for the factors from the correlated-factors and the bifactor models indicated that the majority of the factors had limited convergent validity with academic ability or with a measure of behavior self-regulation. Overall, these findings call into question the validity of aspects of BRIEF-P. (PsycINFO Database Record
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Affiliation(s)
| | | | - Beth M Phillips
- Department of Educational Psychology, Florida State University
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Fourneret P, des Portes V. [Developmental approach of executive functions: From infancy to adolescence]. Arch Pediatr 2016; 24:66-72. [PMID: 27884535 DOI: 10.1016/j.arcped.2016.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2016] [Accepted: 10/11/2016] [Indexed: 11/26/2022]
Abstract
Given the importance of the relationship between executive function (EF) and many aspects of child development - including the development of reasoning, emotion regulation, school performance, and wider self-regulation itself - research on the development of EF from infancy to the end of adolescence has become one of the scientific priorities of the last decade. Improving our knowledge on the maturative trajectory of EF and the functional weight of different internal and environmental factors, supposed to optimize their efficiency, can only promote a better understanding of EF and its role in the normal development of the child as well as of those at risk of poor outcome either because of neurodevelopmental disorders or psychopathological disorders. This article aims to update the recent literature in this area. It appears that executive function grows very gradually and evolves from a relatively simple and unitary model in young children to a more complex one - differentiated, integrated, and tripartite - in adolescence.
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Affiliation(s)
- P Fourneret
- Service psychopathologie du développement, hôpital Femme-Mère-Enfant, hospices civils de Lyon, 59, boulevard Pinel, 69677 Bron cedex, France; Laboratoire L2C2 UMR 5304, 69677 Bron cedex, France; Université Claude-Bernard Lyon 1, 69677 Bron, France.
| | - V des Portes
- Université Claude-Bernard Lyon 1, 69677 Bron, France; Service de neuropédiatrie, hôpital Femme-Mère-Enfant, hospices civils de Lyon, 69677 Bron, France
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Montroy JJ, Bowles RP, Skibbe LE, McClelland MM, Morrison FJ. The development of self-regulation across early childhood. Dev Psychol 2016; 52:1744-1762. [PMID: 27709999 PMCID: PMC5123795 DOI: 10.1037/dev0000159] [Citation(s) in RCA: 164] [Impact Index Per Article: 20.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record
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Affiliation(s)
- Janelle J. Montroy
- Children’s Learning Institute, Department of Developmental Pediatrics, University of Texas Health Science Center at Houston, 7000 Fannin Street Suite 2373H, Houston, TX 77030, USA
| | - Ryan P. Bowles
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, 2F Human Ecology, East Lansing, MI 48823, USA
| | - Lori E. Skibbe
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, 2E Human Ecology, East Lansing, MI 48823, USA
| | - Megan M. McClelland
- Department of Human Development and Family Sciences, Oregon State University, 245 Hallie E. Ford Center for Healthy Children and Families, Corvallis, OR 97331
| | - Frederick J. Morrison
- Department of Psychology, University of Michigan, 2030 East Hall, Ann Arbor, MI 48109
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Montroy JJ, Bowles RP, Skibbe LE. The effect of peers' self-regulation on preschooler's self-regulation and literacy growth. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1016/j.appdev.2016.09.001] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Fujisawa KK, Todo N, Ando J. Genetic and Environmental Influences on the Development and Stability of Executive Functions in Children of Preschool Age: A Longitudinal Study of Japanese Twins. INFANT AND CHILD DEVELOPMENT 2016. [DOI: 10.1002/icd.1994] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Keiko K. Fujisawa
- Department of Education, Faculty of Letters Keio University Tokyo Japan
| | - Naoya Todo
- National Institute for Academic Degrees and Quality Enhancement of Higher Education Tokyo Japan
| | - Juko Ando
- Department of Education, Faculty of Letters Keio University Tokyo Japan
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Petersen IT, Hoyniak CP, McQuillan ME, Bates JE, Staples AD. Measuring the development of inhibitory control: The challenge of heterotypic continuity. DEVELOPMENTAL REVIEW 2016; 40:25-71. [PMID: 27346906 PMCID: PMC4917209 DOI: 10.1016/j.dr.2016.02.001] [Citation(s) in RCA: 70] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
Inhibitory control is thought to demonstrate heterotypic continuity, in other words, continuity in its purpose or function but changes in its behavioral manifestation over time. This creates major methodological challenges for studying the development of inhibitory control in childhood including construct validity, developmental appropriateness and sensitivity of measures, and longitudinal factorial invariance. We meta-analyzed 198 studies using measures of inhibitory control, a key aspect of self-regulation, to estimate age ranges of usefulness for each measure. The inhibitory control measures showed limited age ranges of usefulness owing to ceiling/floor effects. Tasks were useful, on average, for a developmental span of less than 3 years. This suggests that measuring inhibitory control over longer spans of development may require use of different measures at different time points, seeking to measure heterotypic continuity. We suggest ways to study the development of inhibitory control, with overlapping measurement in a structural equation modeling framework and tests of longitudinal factorial or measurement invariance. However, as valuable as this would be for the area, we also point out that establishing longitudinal factorial invariance is neither sufficient nor necessary for examining developmental change. Any study of developmental change should be guided by theory and construct validity, aiming toward a better empirical and theoretical approach to the selection and combination of measures.
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Gutiérrez-Cobo MJ, Cabello R, Fernández-Berrocal P. The Relationship between Emotional Intelligence and Cool and Hot Cognitive Processes: A Systematic Review. Front Behav Neurosci 2016; 10:101. [PMID: 27303277 PMCID: PMC4882325 DOI: 10.3389/fnbeh.2016.00101] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2016] [Accepted: 05/11/2016] [Indexed: 11/13/2022] Open
Abstract
Although emotion and cognition were considered to be separate aspects of the psyche in the past, researchers today have demonstrated the existence of an interplay between the two processes. Emotional intelligence (EI), or the ability to perceive, use, understand, and regulate emotions, is a relatively young concept that attempts to connect both emotion and cognition. While EI has been demonstrated to be positively related to well-being, mental and physical health, and non-aggressive behaviors, little is known about its underlying cognitive processes. The aim of the present study was to systematically review available evidence about the relationship between EI and cognitive processes as measured through "cool" (i.e., not emotionally laden) and "hot" (i.e., emotionally laden) laboratory tasks. We searched Scopus and Medline to find relevant articles in Spanish and English, and divided the studies following two variables: cognitive processes (hot vs. cool) and EI instruments used (performance-based ability test, self-report ability test, and self-report mixed test). We identified 26 eligible studies. The results provide a fair amount of evidence that performance-based ability EI (but not self-report EI tests) is positively related with efficiency in hot cognitive tasks. EI, however, does not appear to be related with cool cognitive tasks: neither through self-reporting nor through performance-based ability instruments. These findings suggest that performance-based ability EI could improve individuals' emotional information processing abilities.
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Affiliation(s)
| | - Rosario Cabello
- Department of Developmental and Educational Psychology, University of Granada Granada, Spain
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Lonigan CJ, Allan DM, Goodrich JM, Farrington AL, Phillips BM. Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. JOURNAL OF LEARNING DISABILITIES 2015; 50:373-385. [PMID: 26631366 PMCID: PMC5432406 DOI: 10.1177/0022219415618498] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.
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Poland SE, Monks CP, Tsermentseli S. Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2015; 34:181-97. [PMID: 26615980 DOI: 10.1111/bjdp.12122] [Citation(s) in RCA: 69] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2015] [Revised: 10/22/2015] [Indexed: 12/01/2022]
Abstract
Executive function (EF) has been implicated in childhood aggression. Understanding of the role of EF in aggression has been hindered, however, by the lack of research taking into account the function and form of aggression and the almost exclusive focus on cool EF. This study examined the role of cool and hot EF in teacher reported aggression, differentiating between reactive and proactive as well as physical and relational aggression. Children (N = 106) completed laboratory tasks measuring cool (inhibition, planning, working memory) and hot EF (affective decision-making, delay of gratification). Cool, but not hot, EF significantly contributed to understanding of childhood aggression. Inhibition was a central predictor of childhood aggression. Planning and working memory, in contrast, were significant independent predictors of proactive relational aggression only. Added to this, prosocial behaviour moderated the relationship between working memory and reactive relational aggression. This study therefore suggests that cool EF, particularly inhibition, is associated with childhood aggression across the different functions and forms.
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Affiliation(s)
- Sarah E Poland
- Department of Psychology, Social Work and Counselling, University of Greenwich, London, UK
| | - Claire P Monks
- Department of Psychology, Social Work and Counselling, University of Greenwich, London, UK
| | - Stella Tsermentseli
- Department of Psychology, Social Work and Counselling, University of Greenwich, London, UK
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38
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Individual differences in effects of child care quality: The role of child affective self-regulation and gender. Infant Behav Dev 2015. [DOI: 10.1016/j.infbeh.2015.06.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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39
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The Influences of Effortful Control and Working Memory on Emotion Regulation in Preschool Children : The Analysis of Moderating Effect of Child Sex. ADONGHAKOEJI 2014. [DOI: 10.5723/kjcs.2014.35.6.65] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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