Executive Functions: Formative Versus Reflective Measurement

Willoughby, Michael T.; Holochwost, Steven J.; Blanton, Zane E.; Blair, Clancy

doi:10.1080/15366367.2014.929453

Cited by 58 publications

(66 citation statements)

References 71 publications

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“…We created a composite score by standardizing and averaging the six EF performance scores ( α = 0.61, M = −0.03, SD = 0.61). Our tasks had relatively low bivariate correlations (see Appendix C, Table C3), and a significant vanishing tetrad test chi‐square statistic ( χ 2 (45) = 119.74, p = 0.002) provided support for an averaged composite that equally weights each task (Willoughby, Holochwost, Blanton, & Blair, ). The EF composite had a relatively normal distribution (skewness = 0.182, kurtosis = 2.773), which is graphically represented in the Appendix.…”

Section: Resultsmentioning

confidence: 88%

“…This is consistent with the EF structure observed in preschoolers from the United States and the argument that the tasks designed to assess conceptually distinct EF dimensions in early childhood actually measure a unitary cognitive ability despite their superficial differences (Wiebe et al., ). In accordance with these results and following recent methodological recommendations (Willoughby et al., , ), we used an aggregate index of EFs to measure overall EF more reliably than any individual EF task. However, we advocate for continued investigation and report of comprehension and performance on individual EF tasks as a way to improve the reliability and validity of EF assessments in LMIC settings.…”

Section: Discussionmentioning

confidence: 93%

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Early executive functioning in a global context: Developmental continuity and family protective factors

Obradović

Finch

Portilla

et al. 2019

Developmental Science

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This study extends the methodological and theoretical understanding of executive functions (EFs) in preschoolers from low‐ and middle‐income countries (LMIC). First, the authors describe a rigorous process of adapting and evaluating six EF tasks to produce a culturally and developmentally appropriate measure of emerging EFs in a large sample of at‐risk children in rural Pakistan. Next, the authors identify critical developmental and family factors that relate to preschoolers’ EFs over the first 4 years of life. Direct assessment of children's general cognitive skills at age two showed developmental continuity with EFs at age four, and these early cognitive skills mediated the effect of an antecedent parenting intervention on EFs as well as associations of targeted individual and family factors with EFs. Furthermore, directly assessed maternal cognitive capacities and observed maternal scaffolding uniquely predicted EFs in preschoolers. This study is also the first to demonstrate a significant overlap between direct assessments of IQ and EFs in young children from LMIC. Children's general intelligence mediated the associations of EFs with antecedent physical growth and cognitive skills as well as concurrent family factors (maternal verbal intelligence, maternal scaffolding, and home stimulation). After controlling for shared variance between preschoolers’ general intelligence and EFs, three factors emerged as unique predictors of EFs: exposure to an early parenting intervention, physical growth status at age two, and number of older siblings. The findings have important implications for the design of interventions that aim to improve EFs in young children in LMIC. A video abstract of this article can be viewed at https://vimeo.com/316329544/5abde94cd7

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Section: Resultsmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 93%

Early executive functioning in a global context: Developmental continuity and family protective factors

Obradović

Finch

Portilla

et al. 2019

Developmental Science

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“…they are wary of touching a sweet or toy presented by a relative stranger) or because they have high capacity to self-regulate the desire to touch the object. Moreover, both trait-(temperament) and state-levels (induced by the specific properties of the task or general physical state) of emotion, motivation and arousal will differ between individuals and between tasks (Willoughby, Holochwost, Blanton & Blair, 2014). For example, performance on impulse control EF tasks is positively related to sleep regulation in toddlers (Bernier, Carlson, Bordeleau & Carrier, 2010).…”

Section: Moderating and Mediating Factorsmentioning

confidence: 99%

“…This might be caused by temporary fluctuations in motivation or attention linked to recent sleeping and eating patterns, social interactions and the demands of consecutive cognitive tasks (Willoughby et al, 2014), or an artefact of differences in the task itself whereby certain stimuli or settings set up particular expectations for an infant (Goldsmith et al, 1987;Pelphrey et al, 2004). For example, in a problem-solving task requiring toddlers to nest cups together, a child who is currently preoccupied with role-playing drinking from cups may fail to achieve the 'goal' despite being perfectly capable of it.…”

Section: Executive Function In the First 3 Years Of Life 55mentioning

confidence: 99%

Executive function in the first three years of life: Precursors, predictors and patterns

Hendry

Jones

Charman

2016

Developmental Review

190

177

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Executive function (EF) underpins the ability to set goals and work towards those goals by co-ordinating thought and action. Its emergence during the first 3 years of life is understudied, largely due to the limitations that early social, motor and language skills place on performance on traditional EF tasks. Nevertheless, across the fields of cognitive psychology, neuroscience, social development and temperament research, evidence is amassing of meaningful precursors and predictors of EF. This review draws together the evidence, highlighting methodological considerations and areas of theoretical debate, and identifies 4 domains critical to the development of EF: control of attention, self-regulation, processing speed and cognitive flexibility. Individual differences within these domains have clinical significance both in terms of the identification of risk markers for later executive dysfunction and for the target or delivery of early intervention to ameliorate this risk. By the end of the third year, typically-developing infants are able to selectively employ impulse control and cognitive flexibility to achieve goal-directed responses to novel situations. KeywordsExecutive function, cognitive development, infancy, regulation, attention, effortful control EXECUTIVE FUNCTION IN THE FIRST 3 YEARS OF LIFE 3 What is Executive Function and Why is it Important?Executive function (EF) can be described as the cognitive toolkit of success. It underpins the ability to set goals and work towards those goals by co-ordinating thought and action, particularly in new situations. The precise nature of the 'tools' in the 'kit' is a matter of considerable debate, but they are largely considered to be higher-order self-regulatory processes, including the control of attention and motor responses, resistance to interference, and delay of gratification (Carlson, Mandell & Williams, 2004;Diamond, 2013;Jurado & Rosselli, 2007), or, as Barkley puts it "those self-directed actions needed to choose goals and to create, enact, and sustain actions toward those goals" (Barkley, 2012, p. 60).From its emergence in very early childhood through to its decline in late adulthood, EF supports and constrains an individual's ability to learn and thrive across their lifespan (Diamond, 2013). Not only does early EF have strong links to children's later social and academic functioning (Blair & Peters Razza, 2007; Eisenberg et al., 2009) but difficulties with some EFs are implicated in a range of disorders including Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) (Barkley, 1997;Ozonoff, Pennington & Rogers, 1991;Rommelse, Geurts, Franke, Buitelaar & Hartman, 2011). However, currently executive dysfunction is primarily detected during a child's school years. By developing our understanding of the developmental pathway(s) involved in EF we may be able to monitor and intervene in cases where emergent EF is delayed or disrupted, whilst the brain is most responsive to treatment (Johnson, 2012;Wass, 2015). Goals and ...

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“…As mentioned, most studies of EFs in childhood have focused on preschool and school-aged children, and the majority have been cross-sectional (Shanmugan & Satterthwaiter, 2015). Very few studies have examined the early development of EFs from a longitudinal perspective (Best & Miller, 2010;Willoughby, Holochwost, Blanton, & Blair, 2014;Willoughby, Wirth, & Blair, 2011). As a result, despite the extensive research into EFs that has emerged in recent years, our knowledge and understanding is skewed towards conceptual aspects, with much remaining to be learnt about how these functions develop over time and how they can be measured .…”

Section: Introductionmentioning

confidence: 99%

Análisis de datos observacionales mediante la Teoría de la Generalizabilidad y la utilización del Modelo Lineal General y Mixto: Un estudio empírico de desarrollo infantil

Blanco-Villaseñor

Pérez

2017

AN PSICOL-SPAIN

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Título: Análisis de datos observacionales mediante la Teoría de la Generalizabilidad y la utilización del Modelo Lineal General y Mixto: Un estudio empírico del desarrollo y aprendizaje infantil Resumen: Una adecuada evaluación de las competencias infantiles tempranas es esencial para potenciar un desarrollo óptimo, pues los primeros años de vida son la base de todo el desarrollo y aprendizaje posterior. Sin embargo, todavía existen ciertas limitaciones y deficiencias en el ámbito de la medición del desarrollo y aprendizaje infantil. Con el objetivo último de contribuir a la mejora de esta situación, este trabajo presenta las posibilidades y ventajas que ofrecen nuevas técnicas de análisis de datos, tanto para controlar la calidad de los datos infantiles registrados a través de observación sistemática como para analizar su variabilidad. Se ha observado en tres edades diferentes (18, 21 y 24 meses) la actividad lógica y ejecutiva de 48 niños usando un diseño observacional nomotético, de seguimiento y multidimensional. Dadas las particularidades de los datos del estudio que presentamos, desde el punto de vista metodológico y su análisis, realizamos análisis pormenorizados a través de la Teoría de la Generalizabilidad en tres vertientes posibles en un estudio observacional: Análisis de la fiabilidad intra e interobservadores, Análisis de la validez del instrumento de observación y Estimación muestral de las facetas estudiadas (en concreto, la de participantes). De esta forma, se pretende optimizar el número de facetas y niveles necesarios para llevar a cabo un estudio de tales características. Además, se utilizan otras técnicas analíticas para conocer la variabilidad del desarrollo y aprendizaje infantil, como son el Modelo Lineal General y el Modelo MIXED. Los resultados indican cómo el uso de la Teoría de la Generalizabilidad permite controlar la calidad de los datos observacionales en una estructura única que integra la fiabilidad, validad y generalizabilidad. Palabras clave: Observación sistemática; Modelo Lineal General; Teoría de la Generalizabilidad; desarrollo; aprendizaje; infancia.Abstract: Accurate evaluation of early childhood competencies is essential for favoring optimal development, as the first years of life form the foundations for later learning and development. Nonetheless, there are still certain limitations and deficiencies related to how infant learning and development are measured. With the aim of helping to overcome some of the difficulties, in this article we describe the potential and advantages of new data analysis techniques for checking the quality of data collected by the systematic observation of infants and assessing variability. Logical and executive activity of 48 children was observed in three ages (18, 21 and 24 months) using a nomothetic, follow-up and multidimensional observational design. Given the nature of the data analyzed, we provide a detailed methodological and analytical overview of generalizability theory from three perspectives linked to observational methodology: int...

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Executive Functions: Formative Versus Reflective Measurement

Cited by 58 publications

References 71 publications

Early executive functioning in a global context: Developmental continuity and family protective factors

Early executive functioning in a global context: Developmental continuity and family protective factors

Executive function in the first three years of life: Precursors, predictors and patterns

Análisis de datos observacionales mediante la Teoría de la Generalizabilidad y la utilización del Modelo Lineal General y Mixto: Un estudio empírico de desarrollo infantil

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