The voluntariness in the preschool age: a comparative analysis of various approaches and diagnostic tools

Almazova, Оlga V.; Bukhalenkova, Daria; Veraksa, Аleksander

doi:10.11621/npj.2016.0402

Cited by 13 publications

(16 citation statements)

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“…One of the most widely used approaches to understanding executive functions in childhood is the model developed by A. Miyake and his colleagues (Almazova et al, 2016;Diamond et al, 2002;Lehto et al, 2003;Miller, 2012). According to this model, the neuropsychological basis for mastering one's behavior involves a group of cognitive skills that provide targeted problem solving and adaptive behavior in new situations -they are united under the general name of regulatory or executive functions.…”

Section: Executive Functionsmentioning

confidence: 99%

“…Some authors assert in their works that general cognitive abilities are behind the executive functions and theory of mind development (Willoughby et al, 2012). For example, the Dimensional Change Card Sorting Task (Almazova et al, 2016;Olson et al, 2011) and theory of Mind tasks have a common logical structure. In the same way as the above false belief task, sorting tasks involve switching from one rule to another.…”

Section: The Connection Between Theory Of Mind and Executive Functionsmentioning

confidence: 99%

“…the Inhibition subtest, consisting of two tests -naming and inhibition which registered the number of errors made by a child and the amount of time it took the child to cope with it (Almazova et al, 2016);…”

Section: To Diagnose Theory Of Mind Development We Used Two Techniquesmentioning

confidence: 99%

“…The above methods increase gradually the task complexity to make the child activate different components of executive functions. Comparison of the successful performance of individual tasks helps to identify which of the subject's executive function components are underdeveloped (Almazova et al, 2016); ! To study working memory, two NEPSY-II subtests were used: "Memory for Designs" for measuring the development level of the child's visual memory and visual-spatial orientation;…”

Section: To Diagnose Theory Of Mind Development We Used Two Techniquesmentioning

confidence: 99%

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Executive Functions And Theory Of Mind In Senior Preschool Age

Веракса¹

2017

The European Proceedings of Social and Behavioural Sciences

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The goal of our study is to specify the role of executive functions in cognitive and social development in preschool age. This research examined the relation between individual differences in all three components of executive functioning (working memory, cognitive flexibility and inhibition) and theory of mind performance in senior preschool-age children.The study involved 267 children aged 5-6 years (143 boys and 124 girls), pupils of the older kindergarten groups in Moscow.The study used NEPSY-II diagnostic complex subtests aimed at diagnosing the level of executive functions and social development («Theory of mind» is one of them). We also used the Raven's progressive matrix test, the DCCS method and the Test of Emotion Comprehension.The obtained result's analysis showed the significant connection between all three components of executive functions and theory of mind. Three types of development of regulatory functions in preschool children were identified. Children belonging to different types shown differences in the successfulness of the theory of mind's tasks performing.Our results provide important details about understanding the relation between executive functioning and theory of mind development in the senior preschool age and practical implications for child's future academic success, which requires high level of regulation and socio-emotional competence.

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Section: Executive Functionsmentioning

confidence: 99%

Section: The Connection Between Theory Of Mind and Executive Functionsmentioning

confidence: 99%

Section: To Diagnose Theory Of Mind Development We Used Two Techniquesmentioning

confidence: 99%

Section: To Diagnose Theory Of Mind Development We Used Two Techniquesmentioning

confidence: 99%

See 2 more Smart Citations

Executive Functions And Theory Of Mind In Senior Preschool Age

Веракса¹

2017

The European Proceedings of Social and Behavioural Sciences

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“…Although there are methodological differences between the concepts of voluntariness (in the cultural and historical sense) and "executive functions" (neuroscience), the underlying processes are similar in both of them (Almazova et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Diagnosis Of The Level Of Development Of Executive Functions In Preschool Age

Веракса¹

2017

The European Proceedings of Social and Behavioural Sciences

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The article considers Miyake's model of executive functions as applied to preschool age. The main objective of the study was to approbate the NEPSY diagnostic toolkit for assessing the level of executive functions development on a sample of Russian preschoolers (N = 267). As a result of comparing the results shown by US and Russian children aged 5-6 years, some specific cross-cultural features were identified: Russian children display a more developed image memory on average while their American peers showed a better memory for spatial representations. The speed of constraining control task performance averaged two times higher results in Russian preschoolers than in the Americans. To verify the convergent validity of the toolkit, a correlation analysis on a sample part (N = 48) was made of the results of the preschoolers' performance of two batteries of methods which was developed and tested under the guidance of L.A. Wenger. The revealed intercorrelation confirmed the possibility of using the above tools to diagnose executive functions. Analysis of the study data showed that the development levels of auditory and visual memory in older preschool children were not interrelated. However, in many respects verbal memory lies at the basis of attention flexibility development (switching), whereas visual memory underlies restraining control (inhibition). Based on the results of the diagnosis, four different variants of executive function development in the senior preschool age were identified and described.

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