1
|
Rodríguez C, Moreno-Llanos I. A Pragmatic Turn in the Study of Early Executive Functions by Object Use and Gestures. A Case Study from 8 to 17 Months of Age at a Nursery School. Integr Psychol Behav Sci 2023; 57:607-654. [PMID: 33074468 PMCID: PMC10113360 DOI: 10.1007/s12124-020-09578-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2020] [Indexed: 12/20/2022]
Abstract
The two first years of life are critical in the development of Executive Functions (EF). However, very little is known about their early manifestations, how they develop, how they relate to other psychological constructions or the status of other people's influence in this early development. The study of EFs has been carried out through standardised tasks, but some authors question their ecological validity and suggest an approach involving everyday situations and the challenges that children set for themselves. In this article we first review these issues in relation to the first manifestations of EFs. We secondly present a longitudinal case study at nursery school of a child between the ages of 8 and 17 months, considering the challenges and the means he employed in order to resolve them. We found that, from 8 months of age, the child gave himself challenges in relation to the functional uses of objects and instruments. He regulated his own behavior both through object and instrument uses and private gestures. He also involved the teacher at 17 months. This finding suggests that (1) the material world is particularly important in these early manifestations of EF, (2) teachers' interventions are essential. Implications of the findings for early years education are discussed.
Collapse
Affiliation(s)
- Cintia Rodríguez
- Department of Psychology, Autónoma University of Madrid, C/Iván Pavlov, n. 6, 28049, Madrid, Spain.
| | - Iván Moreno-Llanos
- Department of Psychology, Autónoma University of Madrid, C/Iván Pavlov, n. 6, 28049, Madrid, Spain
| |
Collapse
|
2
|
Eng CM, Pocsai M, Fulton VE, Moron SP, Thiessen ED, Fisher AV. Longitudinal investigation of executive function development employing task-based, teacher reports, and fNIRS multimethodology in 4- to 5-year-old children. Dev Sci 2022; 25:e13328. [PMID: 36221252 PMCID: PMC10408588 DOI: 10.1111/desc.13328] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 09/07/2022] [Accepted: 09/12/2022] [Indexed: 01/13/2023]
Abstract
Increased focus on resting-state functional connectivity (rsFC) and the use and accessibility of functional near-infrared spectroscopy (fNIRS) have advanced knowledge on the interconnected nature of neural substrates underlying executive function (EF) development in adults and clinical populations. Less is known about the relationship between rsFC and developmental changes in EF during preschool years in typically developing children, a gap the present study addresses employing task-based assessment, teacher reports, and fNIRS multimethodology. This preregistered study contributes to our understanding of the neural basis of EF development longitudinally with 41 children ages 4-5. Changes in prefrontal cortex (PFC) rsFC utilizing fNIRS, EF measured with a common task-based assessment (Day-Night task), and teacher reports of behavior (BRIEF-P) were monitored over multiple timepoints: Initial Assessment, 72 h follow-up, 1 Month Follow-up, and 4 Month Follow-up. Measures of rsFC were strongly correlated 72 h apart, providing evidence of high rsFC measurement reliability using fNIRS with preschool-aged children. PFC rsFC was positively correlated with performance on task-based and report-based EF assessments. Children's PFC functional connectivity at rest uniquely predicted later EF, controlling for verbal IQ, age, and sex. Functional connectivity at rest using fNIRS may potentially show the rapid changes in EF development in young children, not only neurophysiologically, but also as a correlate of task-based EF performance and ecologically-relevant teacher reports of EF in a classroom context.
Collapse
Affiliation(s)
- Cassondra M Eng
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California, USA
- Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
| | - Melissa Pocsai
- Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
- Department of Psychology, City University of New York, New York, New York, USA
| | - Virginia E Fulton
- Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
| | - Suanna P Moron
- Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
- Graduate School of Education, Stanford University, Stanford, California, USA
| | - Erik D Thiessen
- Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
| | - Anna V Fisher
- Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
| |
Collapse
|
3
|
Moreno-Llanos I, Zapardiel LA, Rodríguez C. Children’s first manifestations of cognitive control in the early years school: the importance of the educational situation and materiality. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00505-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
4
|
Capitani E, Branchini E, Burro R, Savardi U, Bianchi I. The opposite of a transformation process. An exploration based on diagrams. JOURNAL OF COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1080/20445911.2020.1814307] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Affiliation(s)
- Elena Capitani
- Department of Education, Cultural heritage and Tourism, University of Macerata (Italy) Macerata, Italy
| | - Erika Branchini
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Roberto Burro
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Ugo Savardi
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Ivana Bianchi
- Department of Humanities, University of Macerata, Macerata, Italy
| |
Collapse
|
5
|
Abstract
Prepotent response inhibition and temporal perception abilities were explored in a sample of individuals with cerebral palsy relative to typically developing peers. The extent to which inhibitory control difficulties might affect temporal processing was also investigated. For this purpose, two inhibitory control tasks and two duration estimation tasks were given to the groups of cerebral palsy and typically developing children. Results showed inhibition and temporal perception problems in the group with cerebral palsy. A relationship was found between inhibition and temporal estimation performances, which indicates that inhibitory control contributes, at least partially, to acquisition of the temporal processing ability.
Collapse
Affiliation(s)
- Mercedes Cabezas
- BOBATH Foundation.,National Distance Education University (UNED)
| | | |
Collapse
|
6
|
Ellefson MR, Baker ST, Gibson JL. Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions. JOURNAL OF COGNITION AND DEVELOPMENT 2018. [DOI: 10.1080/15248372.2018.1551219] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
| | - Sara T. Baker
- University of Cambridge Faculty of Education, United Kingdom
| | - Jenny L. Gibson
- University of Cambridge Faculty of Education, United Kingdom
| |
Collapse
|
7
|
Anderson JD, Wagovich SA. Explicit and Implicit Verbal Response Inhibition in Preschool-Age Children Who Stutter. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:836-852. [PMID: 28384673 PMCID: PMC5548080 DOI: 10.1044/2016_jslhr-s-16-0135] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2016] [Revised: 08/10/2016] [Accepted: 10/08/2016] [Indexed: 05/22/2023]
Abstract
PURPOSE The purpose of this study was to examine (a) explicit and implicit verbal response inhibition in preschool children who do stutter (CWS) and do not stutter (CWNS) and (b) the relationship between response inhibition and language skills. METHOD Participants were 41 CWS and 41 CWNS between the ages of 3;1 and 6;1 (years;months). Explicit verbal response inhibition was measured using a computerized version of the grass-snow task (Carlson & Moses, 2001), and implicit verbal response inhibition was measured using the baa-meow task. Main dependent variables were reaction time and accuracy. RESULTS The CWS were significantly less accurate than the CWNS on the implicit task, but not the explicit task. The CWS also exhibited slower reaction times than the CWNS on both tasks. Between-group differences in performance could not be attributed to working memory demands. Overall, children's performance on the inhibition tasks corresponded with parents' perceptions of their children's inhibition skills in daily life. CONCLUSIONS CWS are less effective and efficient than CWNS in suppressing a dominant response while executing a conflicting response in the verbal domain.
Collapse
Affiliation(s)
- Julie D. Anderson
- Department of Speech and Hearing Sciences, Indiana University, Bloomington
| | - Stacy A. Wagovich
- Department of Communication Science and Disorders, University of Missouri, Columbia
| |
Collapse
|
8
|
|
9
|
Vendetti C, Kamawar D, Podjarny G, Astle A. Measuring Preschoolers' Inhibitory Control Using the Black/White Stroop. INFANT AND CHILD DEVELOPMENT 2015. [DOI: 10.1002/icd.1902] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Corrie Vendetti
- Department of Psychology; Carleton University; Ottawa Canada
| | - Deepthi Kamawar
- Department of Psychology; Carleton University; Ottawa Canada
- Institute of Cognitive Science; Carleton University; Ottawa Canada
| | - Gal Podjarny
- Department of Psychology; Carleton University; Ottawa Canada
| | - Andrea Astle
- Department of Psychology; Carleton University; Ottawa Canada
| |
Collapse
|
10
|
Bock AM, Gallaway KC, Hund AM. Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding. JOURNAL OF COGNITION AND DEVELOPMENT 2014. [DOI: 10.1080/15248372.2014.888350] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
|
11
|
Kittler PM, Brooks PJ, Rossi V, Karmel BZ, Gardner JM, Flory MJ. Neonatal Intensive-Care Unit Graduates Show Persistent Difficulties in an Intra-Dimensional Shift Card Sort. JOURNAL OF COGNITION AND DEVELOPMENT 2013; 14:633-650. [PMID: 24683313 DOI: 10.1080/15248372.2012.698433] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Neonatal intensive-care unit (NICU) graduates, a group at risk for attention problems and ADHD, performed an intra-dimensional shift card sort at 34, 42, 51, and 60 months to assess executive function and to examine effects of individual risk factors. In the 'silly' game, children sorted cards (airplanes and dogs) so they were not the same as targets. In the 'same' game they did the opposite. Performance on the 'silly' game was poor, especially when it was presented first. Success in following 'silly' game rules improved with age, and was significantly linked to maternal education and birth weight for gestational age, a measure of intrauterine stress. Degree of CNS injury differentiated children who completed the task from children who did not, and also affected the need to repeat instructions in the 'same' game. These results confirm an increased likelihood of impairments in executive function during preschool years in NICU graduates.
Collapse
Affiliation(s)
- Phyllis M Kittler
- New York State Institute for Basic Research in Developmental Disabilities
| | - Patricia J Brooks
- College of Staten Island and the Graduate Center of City University of New York
| | - Vanessa Rossi
- New York State Institute for Basic Research in Developmental Disabilities
| | - Bernard Z Karmel
- New York State Institute for Basic Research in Developmental Disabilities and Richmond University Medical Center
| | - Judith M Gardner
- New York State Institute for Basic Research in Developmental Disabilities and Richmond University Medical Center
| | - Michael J Flory
- New York State Institute for Basic Research in Developmental Disabilities and Richmond University Medical Center
| |
Collapse
|
12
|
Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature. EDUCATIONAL PSYCHOLOGY REVIEW 2013. [DOI: 10.1007/s10648-013-9224-4] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
|