Examining the Correspondence Between a Direct and an Indirect Measure of Executive Functions: Implications for School-Based Assessment

Follmer, Jake; Stefanou, Candice

doi:10.1037/e521252014-006

Cited by 3 publications

(5 citation statements)

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“…Scores on measures of EF, whether based on the same (i.e., direct compared with direct) or different (i.e., direct compared with indirect) formats, often demonstrate correlations that are weak to moderate in magnitude (Follmer & Stefanou, 2014; Swanson, 2005; Toplak et al, 2013). This finding, as well as the finding that latent correlations between direct and indirect EF factors in the current work ranged from 0.16 to 0.21, has important implications for the calculation and use of this CBEF measure, particularly in instances where learners' reports of their EF in context are higher relative to direct measures of their EF skills.…”

Section: Discussionmentioning

confidence: 99%

“…This dearth of research is noted alongside a developing body of work that has found limited overlap between direct and indirect types of EF measures (i.e., a median correlation of r = .19 as reported by Toplak et al, 2013). Further, existing work (Follmer & Stefanou, 2014) has also suggested that the two types of EF measures provide largely unique information about learners' overall goal-directed behavior-that is, information regarding learners' executive processing accuracy and efficiency (as in the case of task-based measures) and information regarding learners' beliefs about their EF performance (as in the case of self-report, questionnaire-based EF measures). In addition, the contexts of these EF assessments vary considerably, with direct measures emphasizing performance in a decontextualized task and indirect measures capturing learners' EF-related behaviors in authentic contexts.…”

Section: Research Examining Monitoring and Calibrationmentioning

confidence: 99%

“…Importantly, however, there is marked variability in approaches to measuring EF (Dawson & Guare, 2010; Denckla, 1996; Miyake et al, 2000). Further, existing research has evidenced little convergence across types of EF measures (Toplak et al, 2013), suggesting different approaches to the measurement of EF may elicit unique but complementary information about leaners' goal‐directed behavior (Follmer & Stefanou, 2014). Across this work, there has also been a lack of research leveraging these sources of EF information to explicitly examine learners' monitoring of their EF performance and the contribution of such monitoring to learners' regulation.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the role of calibration of executive function performance in college learners' regulation

Follmer

2021

Applied Cognitive Psychology

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Summary This study examined learners' calibration of their executive function performance and the contribution of learners' calibration accuracy to their self‐regulated learning. A measure of calibration bias of EF performance is introduced and an evaluation of the utility of the measure is presented. Direct and indirect measures of EF, an assessment of students' metacognitive strategy use, and academic achievement information were obtained from a sample of 189 college learners. Findings revealed that students who were overconfident in their appraisal of their EF performance obtained significantly higher scores on a criterion self‐report measure of EF. Evaluation of hierarchical regression analyses revealed that learners' ability to monitor their EF performance predicted criterion measures of EF and metacognitive strategy use, and accounted for unique variance in both outcomes after controlling for their academic achievement. The utility of this calibration bias measure as well as implications for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Research Examining Monitoring and Calibrationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the role of calibration of executive function performance in college learners' regulation

Follmer

2021

Applied Cognitive Psychology

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“…Cohen's d based on posttest scores is added in Supplementary Table 5. Third, the children's EFs were assessed with a teacher-rated questionnaire and not with performance-based measures (Follmer and Stefanou, 2014). It is thought that questionnaires and performance-based measures each evaluate different parts of the same construct: questionnaires assess daily behaviors, while performance-based measures measure the cognitive component (Anderson, 2002).…”

Section: Strengths Limitations and Implicationsmentioning

confidence: 99%

The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: first support for effectiveness

Kellens,

Dieusaert,

De Wilde

et al. 2023

Front. Educ.

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Studies have shown that children from a low socioeconomic status (SES) family are likely to have lower academic scores, indicating an SES-achievement gap. This inequality already starts in preschool and persists throughout children’s lives. Since executive functions (EFs) have been put forward as contributing factors in this SES-achievement gap, it is crucial to target early EF development to remediate the adverse effects of poverty. In this quasi-experimental study, a classroom program delivered by teachers (i.e., “Put your EF glasses on”) was implemented to strengthen preschoolers’ EFs, consistent with the idea that well-developed EFs can foster school readiness and prevent school failure. The program aimed to boost children’s EFs through high-quality teacher-child interactions, EF-supporting activities (e.g., games), and a supportive classroom structure. Teachers (n = 24) and children (n = 224, Mage = 52.61 months) from 8 Belgian schools participated in this quasi-experimental pilot study and were divided into experimental and control groups. Teachers in the experimental group carried out the program (receiving materials and coaching to support implementation), whereas teachers in the control group practiced teaching as usual. Before and after the program, all teachers filled out the BRIEF-P, a questionnaire about daily executive problems in preschool children. We compared the effect of the classroom program in low-SES versus middle-to-high-SES children on EF problem scores. Results revealed that all low-SES children started with significantly higher EF problems (total problem score, working memory, inhibition, and planning and organizing) scores than middle-to-high-SES children. A positive effect of the program was found among low-SES children. More specifically, EF problems (total problem score, working memory, shifting, and planning and organizing) remained stable over time in the low-SES group in the experimental group, but there was no program effect on emotional control and inhibition. In the control group, these EF problems increased for low-SES children, expanding the gap between low and middle-to-high-SES children. There were no program effects for middle-to-high-SES children. These results show that a teacher-mediated classroom program can support EF development, especially in preschoolers at sociodemographic risk.

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Neurocognitive and psychosocial function in children with benign external hydrocephalus (BEH)—a long-term follow-up study

et al. 2016

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Examining the Correspondence Between a Direct and an Indirect Measure of Executive Functions: Implications for School-Based Assessment

Cited by 3 publications

References 0 publications

Examining the role of calibration of executive function performance in college learners' regulation

Examining the role of calibration of executive function performance in college learners' regulation

The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: first support for effectiveness

Neurocognitive and psychosocial function in children with benign external hydrocephalus (BEH)—a long-term follow-up study

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