Tracking Executive Function Across the Transition to School: A Latent Variable Approach

Hughes, Claire; Ensor, Rosie; Wilson, Anji; Graham, Andrew

doi:10.1080/87565640903325691

Cited by 370 publications

(350 citation statements)

References 56 publications

Supporting

Mentioning

299

Contrasting

Unclassified

Order By: Relevance

“…Subsequent studies with preschool children would be consistent with these results (Hughes, Ensor, Wilson, & Graham 2010;Wiebe et al, 2011). Taken together, the findings of these researches indicate that during the preschool period variations in performance in several tests of EF could be explained by only one factor, while in older children EF adopt a partially dissociated structure with related components, such Miyake (2001) observed in adults.…”

Section: Models Of Ef Development As An Integrated Structure With Parsupporting

confidence: 74%

“…Garon et al (2008) suggested that the processes underlying EF would mature in a hierarchical mode establishing two great developmental phases: (a) from six month old to three year old, basic operations of EF emerge and start to develop (holding information in the mind, focusing attention, simple inhibition); (b) from three year old to five year old, such abilities would mutually coordinate, reaching more complex form of regulation of behavior, thought and affectivity progressively. However, currently the components structure which could be discriminated during the different stages of EF development would not be clear (Hughes, Ensor, Wilson, & Graham 2010;Wiebe et al, 2011).…”

Section: Theoretical and Methodological Difficulties In The Establishmentioning

confidence: 99%

See 1 more Smart Citation

Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos.

2014

View full text Add to dashboard Cite

Título: Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos. Resumen: Las funciones ejecutivas (EF) han sido definidas como una serie de procesos cognitivos de orden superior, que permiten el control del pensamiento, comportamiento y afectividad conforme al logro de una meta. Tales procesos presentan un desarrollo posnatal prolongado, culminando su maduración sobre el final de la adolescencia. En el presente artículo se realiza una revisión de algunos de los principales modelos del desarrollo de las EF en la infancia. El objetivo central de este trabajo es describir el estado del arte respecto de dicho tópico, identificando las principales dificultades teóricas y limitaciones metodológicas asociadas a los diferentes paradigmas propuestos. Finalmente, se señalan algunas de las soluciones sugeridas para afrontar tales dificultades, destacando que el desarrollo de una ontología de las EF podría resultar una alternativa viable para contrarrestar las mismas. Consideramos que futuras investigaciones deberían encaminar sus esfuerzos en esta dirección. Palabras claves: Modelos cognitivos; funciones ejecutivas; desarrollo; ontología. Abstract:Executive functions (EF) have been defined as a series of higher-order cognitive processes which allow the control of thought, behavior and affection according to the achievement of a goal. Such processes present a lengthy postnatal development which matures completely by the end of adolescence. In this article we make a review of some of the main models of EF development during childhood. The aim of this work is to describe the state of the art related to the topic, identifying the main theoretical difficulties and methodological limitations associated with the different proposed paradigms. Finally, some suggestions are given to cope with such difficulties, emphasizing that the development of an ontology of EF could be a viable alternative to counter them. We believe that future researches should guide their efforts toward the development of that ontology.

show abstract

Section: Models Of Ef Development As An Integrated Structure With Parsupporting

confidence: 74%

Section: Theoretical and Methodological Difficulties In The Establishmentioning

confidence: 99%

Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos.

2014

View full text Add to dashboard Cite

show abstract

“…Up to now, the few studies using a prospective longitudinal design show developmental changes of EF in preschool-and/or young school-aged children (Altemeier, Abbott, & Berninger, 2008;Hughes et al, 2010;Roebers, Röthlisberger, Cimelli, Michel, & Neuenschwander, 2011;Van der Ven et al 2012, Willoughby et al, 2012b. Additionally, it seems that the magnitude of developmental change is larger in preschoolers than in school-aged children (Altemeier et al, 2008;Roebers et al, 2011;Willoughby et al, 2012b).…”

Section: Introductionmentioning

confidence: 99%

Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement

Röthlisberger¹,

Neuenschwander²,

Cimeli³

et al. 2013

JEDP

View full text Add to dashboard Cite

Pronounced improvements in executive functions (EF) during preschool years have been documented in cross-sectional studies. However, longitudinal evidence on EF development during the transition to school and predictive associations between early EF and later school achievement are still scarce. This study examined developmental changes in EF across three time-points, the predictive value of EF for mathematical, reading and spelling skills and explored children's specific academic attainment as a function of early EF. Participants were 323 children following regular education; 160 children were enrolled in prekindergarten (younger cohort: 69 months) and 163 children in kindergarten (older cohort: 78.4 months) at the first assessment. Various tasks of EF were administered three times with an interval of one year each. Mathematical, reading and spelling skills were measured at the last assessment. Individual background characteristics such as vocabulary, non-verbal intelligence and socioeconomic status were included as control variables. In both cohorts, changes in EF were substantial; improvements in EF, however, were larger in preschoolers than school-aged children. EF assessed in preschool accounted for substantial variability in mathematical, reading and spelling achievement two years later, with low EF being especially associated with significant academic disadvantages in early school years. Given that EF continue to develop from preschool into primary school years and that starting with low EF is associated with lower school achievement, EF may be considered as a marker or risk for academic disabilities.

show abstract

“…Curiosamente, un estudio longitudinal del desarrollo de las FE ha encontrado que las puntuaciones de tres tareas distintas de control inhibitorio, memoria de trabajo y planificación están fuertemente relacionados durante el desarrollo y pueden predecir el éxito académico (Hughes, Ensor, Wilson, & Graham, 2010). Podría ser que los estudiantes del grupo ST de nuestro estudio representen este ejemplo.…”

Section: Discussionunclassified

La Enseñanza pre-Universitaria en Ciencia y Tecnología Puede Influir en las Funciones Ejecutivas

Méndez¹,

Arias²,

Menéndez³

et al. 2017

EJREP

View full text Add to dashboard Cite

Introducción. Las áreas científicas y tecnológicas incluyen una enseñanza basada en una alta especialización viso-espacial y de resolución de problemas. Estas capacidades espaciales y de resolución de problemas están integradas en un plan de estudios que promueve la comprensión de asignaturas científicas y técnicas y están relacionadas con el desarrollo de las funciones ejecutivas (FE). Nuestro objetivo es evaluar si los estudiantes que han estudiado las ramas de Ciencia y Tecnología en los estudios pre-universitarios presentan mejores FE implicadas en el razonamiento espacial y la resolución de problemas.Método. Se evaluaron seis FE diferentes en dos grupos de estudiantes: estudiantes de Ciencia y Tecnología (grupo ST) y estudiantes matriculados en el primer curso de Psicología con estudios pre-universitario no orientados hacia la ciencia y la tecnología (grupo No-ST). Evaluamos la memoria de trabajo espacial, la planificación, la inhibición, la flexibilidad mental y el razonamiento verbal y abstracto en ambos grupos.Resultados. El estudio reveló que la memoria espacial y la planificación fueron significativamente mejores en el grupo ST en comparación con el grupo No-ST. El grupo No- ST presenta más impulsividad. No hubo diferencias entre los grupos en el resto de los FE evaluadas.Conclusión. Los estudios pre-universitarios de ciencia y tecnología pueden influir en las FE mediante la mejora de la planificación y la memoria de trabajo espacial, así como en una menor impulsividad.

show abstract

Tracking Executive Function Across the Transition to School: A Latent Variable Approach

Cited by 370 publications

References 56 publications

Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos.

Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos.

Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement

La Enseñanza pre-Universitaria en Ciencia y Tecnología Puede Influir en las Funciones Ejecutivas

Contact Info

Product

Resources

About