Structure, measurement, and development of preschool executive function.

James, Tiffany D.; Chevalier, Nicolas; Clark, Caron A. C.; Espy, Kimberly Andrews

doi:10.1037/14797-004

Cited by 24 publications

(32 citation statements)

References 67 publications

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“…Furthermore, Howard et al (2015) reported that EFs followed dynamic developmental trajectories every 6 months across the preschool period, and did not become linearly more differentiate, as was largely theorized by factorial studies. Moreover, Nelson et al (2016) found that the degree of unity of EFs during these years did not decrease linearly over time.…”

Section: Introductionmentioning

confidence: 89%

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

et al. 2020

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In the present meta-analysis, we examined the effect of cognitive training on the Executive Functions (EFs) of preschool children (age range: 3-6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g = 0.352; k = 123; p < 0.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects were found for behavioral-and learning-related outcomes. Cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socioeconomic status) than for children with typical development and without risks. Other significant moderators were: individual vs. group sessions and length of training. The number of sessions and computerized vs. non-computerized training were not significant moderators. This is the first demonstration of cognitive training for transfer effects among different executive processes. We discuss this result in relationship to the lower level of modularization of EFs in younger children.

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Section: Introductionmentioning

confidence: 89%

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

et al. 2020

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“…In contrast, Nebraska Barnyard, Big-Little Stroop, Go/No-Go, and Snack Delay showed relatively consistent correlations with each other across the preschool age range, suggesting that they may be more reliable indicators of EC. Collectively, EC, processing speed and the language covariate explained 15–82% of the variance in children's performance on these measures at different ages, whereas the maximum amount of variance explained in studies where our group has modeled EC without accounting for overlap with processing speed at the manifest level is only 57% (Nelson et al, 2014 ; see Willoughby et al, 2013 for similar findings).…”

Section: Discussionmentioning

confidence: 65%

“…At a broad, configural level, the shared variance from a repeatedly administered battery of executive tasks is best modeled as a unitary EC construct regardless of assessment point. At a more nuanced level, this EC factor does not show longitudinal metric or scalar invariance; there are changes in the way that executive tasks relate to the EC construct and in the degree of measurement error over time (Nelson et al, 2014 ). Cascade models suggest that growth in processing speed frees cognitive resources that then can be devoted to higher-order EC (Case et al, 1982 ).…”

Section: Introductionmentioning

confidence: 99%

Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool period

et al. 2014

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Early executive control (EC) predicts a range of academic outcomes and shows particularly strong associations with children's mathematics achievement. Nonetheless, a major challenge for EC research lies in distinguishing EC from related cognitive constructs that also are linked to achievement outcomes. Developmental cascade models suggest that children's information processing speed is a driving mechanism in cognitive development that supports gains in working memory, inhibitory control and associated cognitive abilities. Accordingly, individual differences in early executive task performance and their relation to mathematics may reflect, at least in part, underlying variation in children's processing speed. The aims of this study were to: (1) examine the degree of overlap between EC and processing speed at different preschool age points; and (2) determine whether EC uniquely predicts children's mathematics achievement after accounting for individual differences in processing speed. As part of a longitudinal, cohort-sequential study, 388 children (50% boys; 44% from low income households) completed the same battery of EC tasks at ages 3, 3.75, 4.5, and 5.25 years. Several of the tasks incorporated baseline speeded naming conditions with minimal EC demands. Multidimensional latent models were used to isolate the variance in executive task performance that did not overlap with baseline processing speed, covarying for child language proficiency. Models for separate age points showed that, while EC did not form a coherent latent factor independent of processing speed at age 3 years, it did emerge as a distinct factor by age 5.25. Although EC at age 3 showed no distinct relation with mathematics achievement independent of processing speed, EC at ages 3.75, 4.5, and 5.25 showed independent, prospective links with mathematics achievement. Findings suggest that EC and processing speed are tightly intertwined in early childhood. As EC becomes progressively decoupled from processing speed with age, it begins to take on unique, discriminative importance for children's mathematics achievement.

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“…Accuracy and reaction time are useful indicators of EF in that they provide a continuous metric of performance on cognitively challenging tasks that tap EF skills. Particularly ideal for younger children, these measures may be less prone to the floor or ceiling effects that are common in many behavioral measures (e.g., Nelson, James, Chevalier, Clark, & Espy, 2016). In each model, we estimated the unique effect of maternal working memory capacity on child performance in each Go/No-Go task and included child age, child gender, and maternal education as control variables.…”

Section: Methodsmentioning

confidence: 99%

Intergenerational associations in executive function between mothers and children in the context of risk

Kim

Shimomaeda

Giuliano

et al. 2017

Journal of Experimental Child Psychology

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Executive functioning (EF) is critical for school readiness and other important life skills. Previous investigations have often neglected the important influence of parental EF skills in shaping their own children’s EF. This study attempted to replicate recent empirical work that has shown that maternal EF is positively related to child EF. An ecological theoretical framework was used to examine the maternal EF–child EF link in family environments characterized by significant risk and socioeconomic adversity. Data from 38 mother–child dyads revealed that larger maternal working memory capacity was associated with greater child accuracy and slower reaction times on a child-friendly Go/No-Go task of response inhibition, but not on an emotional Go/No-Go task. This finding suggests that in contexts of risk and adversity, slower reaction times, instead of reflecting weaker EF skills, might reflect an adaptive skill; that is, exercising appropriate caution and careful responding on a challenging task. Results provide additional evidence of an intergenerational link between maternal EF and child EF and yield new insights into the nature of EF in adverse environments.

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Structure, measurement, and development of preschool executive function.

Cited by 24 publications

References 67 publications

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool period

Intergenerational associations in executive function between mothers and children in the context of risk

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