The dimensionality of early executive functions in young preschoolers: Comparing unidimensional versus bidimensional models and their ecological validity

Scionti, Nicoletta; Marzocchi, G

doi:10.1080/09297049.2020.1868419

Cited by 15 publications

(17 citation statements)

References 67 publications

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“…We believe it is important to dissociate performance in EF in its sub-constructs to better understand the effects of media use. Based on Hendry, Jones, and Charman (2016) conceptual framework and the recent evidence of 3–4 year being better modelled within a bidimensional structure of self-control and working-memory/cognitive flexibility ( Scionti & Marzocchi, 2021 ), and partly supported by the pattern of associations within our dataset, we created two composite measures of , one for working-memory/cognitive flexibility (which comprises both a cognitive flexibility measure and two working-memory measures) and another for impulse/self-control (which comprises both cool and hot inhibitory control).…”

Section: Introductionmentioning

confidence: 99%

Do pre-schoolers with high touchscreen use show executive function differences?

Portugal

Hendry²,

Smith³

et al. 2023

Computers in Human Behavior

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Section: Introductionmentioning

confidence: 99%

Do pre-schoolers with high touchscreen use show executive function differences?

Portugal

Hendry²,

Smith³

et al. 2023

Computers in Human Behavior

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“…As it relates to EF, two out of the four measures significantly predicted germ spreading behaviors, such that worse cognitive flexibility (DCCS) was associated with increased toy to mouth frequency and parent/teacher report of poor metacognition was associated with both increased toy to mouth and face touching frequency. Previous work supports a two-factor model of EF across preschool-aged children, where cognitive flexibility was differentiated from IC, but not WM ( Scionti & Marzocchi, 2021 ). The findings from our performance-based tasks suggest that impairment only in cognitive flexibility (but not IC) is associated with germ spreading behaviors, in terms of putting toys in one’s mouth.…”

Section: Discussionmentioning

confidence: 64%

Individual Differences in Germ Spreading Behaviors Among Children With Attention-Deficit/Hyperactivity Disorder: The Role of Executive Functioning

Hernandez

Spiegel

Coxe

et al. 2022

Journal of Pediatric Psychology

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Objective Infectious diseases, such as coronavirus disease 2019 (COVID-19), are commonly transmitted by respiratory droplets and contact with contaminated surfaces. Individuals with attention-deficit/hyperactivity disorder (ADHD) are more likely to be infected with COVID-19 and experience more hospitalizations than individuals without ADHD. The current study investigated the role of ADHD symptomatology and executive functioning (EF) in germ spreading behavior frequency among young children with and without ADHD and parenting responses to these behaviors. Methods Participants included 53 children diagnosed with ADHD and 47 typically developing (TD) children between the ages of 4–5 years (76% male; Mage = 4.62; 86% Hispanic/Latinx). Parents and teachers reported on children’s ADHD symptomatology and children completed three EF tasks. Germ spreading behavior frequency (direct contact of hand to face and toy in mouth) and parenting responses (verbal and nonverbal behaviors) were observed during a 5-min parent–child play situation. Results Negative binomial regression analyses indicated that both ADHD diagnostic status and poor metacognition predicted both higher rates of toy to mouth (β = 1.94, p < .001; β = 0.03, p = .004) and face touching frequency (β = 0.60, p = .03; β = 0.03, p = .004), respectively. Additionally, poor attention and worse cognitive flexibility only predicted higher rates of toy to mouth frequency (β = 0.09, p < .001; β = −0.04, p = .001), respectively. Conclusions Young children with ADHD are at high risk for spreading germs via putting toys in their mouth and touching their face. Particularly, high levels of inattention and poor EF appear to be associated with higher rates of germ spreading behaviors.

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“…Three executive function domain scores (i.e., inhibition, working memory, and flexibility) were computed by averaging scores on relevant tasks. This decision was based on recent research suggesting that the structure of executive function in preschoolers is multidimensional (Scionti & Marzocchi, 2021), and in an attempt to explore whether NFPP targets different executive functions. As scores on the two delay tasks were not significantly correlated, they were not combined.…”

Section: Methodsmentioning

confidence: 99%

Parent Training for ADHD: No Generalization of Effects From Clinical to Neuropsychological Outcomes in a Randomized Controlled Trial

et al. 2022

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Objective: We examined whether neuropsychological function in ADHD can be improved by the New Forest Parenting Programme (NFPP), that combines standard parenting strategies with self-regulatory skills training, or predict ADHD and quality of life (QoL) treatment effects. Method: Participants were 93 medication-naive preschool children with ADHD (3–7 years) randomized to either NFPP ( n = 49) or treatment as usual (TAU; n = 44) in a recent randomized trial. Laboratory measures of executive function, reaction time variability, and delay of gratification were collected along with parent ratings of ADHD and QoL at baseline and post treatment. Ratings were collected again at 3-month follow-up. Results: NFPP did not improve neuropsychological function (compared to TAU), and baseline neuropsychological function did not predict treatment-related ADHD or QoL effects. Conclusion: Although NFPP includes a neuropsychological training element and has been shown to improve several clinical outcomes, it did not improve the neuropsychological functions it targets.

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The dimensionality of early executive functions in young preschoolers: Comparing unidimensional versus bidimensional models and their ecological validity

Cited by 15 publications

References 67 publications

Do pre-schoolers with high touchscreen use show executive function differences?

Do pre-schoolers with high touchscreen use show executive function differences?

Individual Differences in Germ Spreading Behaviors Among Children With Attention-Deficit/Hyperactivity Disorder: The Role of Executive Functioning

Parent Training for ADHD: No Generalization of Effects From Clinical to Neuropsychological Outcomes in a Randomized Controlled Trial

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