Working memory and social functioning in children

McQuade, Julia D.; Murray‐Close, Dianna; Shoulberg, Erin K.; Hoza, Betsy

doi:10.1016/j.jecp.2013.03.002

Cited by 107 publications

(100 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In line with this, a recent study (McQuade et al, 2013) showed poor working memory to be associated with physical aggression and impaired conflict-resolution skills in typically developing fourth-and fifth-grade children. Furthermore, the association between poor working memory and social competence was found to be mediated by the children's conflict-resolution skills.…”

Section: Discussionmentioning

confidence: 55%

“…However, it has been shown that the verbal and spatial central executive are covered in a single system of working memory (McQuade et al, 2013), therefore based on our data we can carefully conclude upon the central executive of working memory. Nevertheless, the use of other measures of complex span would be an interesting future direction.…”

Section: Strengths and Limitationsmentioning

confidence: 78%

“…Furthermore, the association between poor working memory and social competence was found to be mediated by the children's conflict-resolution skills. Children with working memory impairments may thus have difficulties in considering multiple pieces of social information, thinking through their actions, and referencing prior social knowledge (McQuade et al, 2013). Also, it can be speculated that poor working memory results in frustration due to being overwhelmed by information-processing demands.…”

Section: Discussionmentioning

confidence: 99%

“…The reported impairments in EFs cannot be attributed to comorbidity with ADHD, as ADHD was controlled for in most of the aforementioned studies (e.g., Raaijmakers et al, 2008;Schoemaker et al, 2012). In sum, EFs enable appropriate goal-directed behavior and are essential for children's adaptive social functioning (e.g., McQuade et al, 2013).…”

Section: Efs and Externalizing Behavior Problemsmentioning

confidence: 99%

“…Working memory can be defined as the ability to hold, monitor, and manipulate information that is relevant to a particular goal (Baddeley, 2007). Poor maintenance of information in memory results in limited opportunities to combine this information with the information from prior experiences, as well as a limited ability to manipulate this information for further cognitive processing and decision-making, which can impede adequate social functioning (McQuade, Murray-Close, Shoulberg, & Hoza, 2013). According to a meta-analysis, impairments in cognitive flexibility and working memory are associated with externalizing behavior problems in preschool children with average intelligence (defined here as IQ > 85; Schoemaker et al, 2013).…”

Section: Efs and Externalizing Behavior Problemsmentioning

confidence: 99%

See 4 more Smart Citations

Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems

Schuiringa

Nieuwenhuijzen

Castro

et al. 2016

Child Neuropsychology

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 55%

Section: Strengths and Limitationsmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Efs and Externalizing Behavior Problemsmentioning

confidence: 99%

Section: Efs and Externalizing Behavior Problemsmentioning

confidence: 99%

See 3 more Smart Citations

Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems

Schuiringa

Nieuwenhuijzen

Castro

et al. 2016

Child Neuropsychology

View full text Add to dashboard Cite

Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities

McQuade

2017

Aggressive Behavior

Self Cite

View full text Add to dashboard Cite

This study is the first to examine whether executive functioning (EF) abilities moderate longitudinal associations between peer victimization and engagement in physically and relationally aggressive behavior. Participants were 61 children (9-13 years, M = 10.68, SD = 1.28; 48% male) drawn from a partially clinical sample who were assessed at two time points, approximately 12 months apart. At time 1, children were administered a battery of EF tests; adult reports of children's relational and physical victimization and use of relational and physical aggression were collected. At time 2, adult-reported aggression was re-collected. Regression analyses tested whether EF ability moderated the association between peer victimization and increased engagement in aggression. Form-specific (e.g., physical victimization predicting physical aggression) and cross-form (e.g., physical victimization predicting relational aggression) models were tested. EF moderated the association between physical victimization and increases in physical aggression over time and between relational victimization and increases in relational aggression over time. Physical victimization predicted increases in physical aggression only among children with poor EF. However, relational victimization predicted increases in relational aggression for children with good EF skills but decreases in relational aggression for children with poor EF skills. Interaction effects for cross-form models were not significant. Results suggest that there are distinct risk factors implicated in children's engagement in physical and relational aggression. Established cognitive vulnerability models for engagement in physical aggression should not be assumed to apply to engagement in relational aggression.

show abstract

The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age

Huyder

Nilsen

Bacso

2017

Infant and Child Development

View full text Add to dashboard Cite

Learning to behave in socially competent ways is an essential component of children's development. This study examined the relations between children's social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school‐age (5–8 years old) and middle school‐age (9–12 years old) children completed tasks to assess their executive functioning (i.e., inhibitory control, working memory, and planning), theory of mind, and verbal skills and participated in an interactive cooperative task. Because children participated in pairs, dyadic data analysis was used to examine the effect of individual characteristics on children's own and their partners' social behaviour. Results indicated that better theory of mind was related to lower levels of the competitive behaviours demonstrated by younger children, as well as by partners. In contrast, for older children, planning and verbal skills related to lower levels of competitive behaviour. The associations of theory of mind and planning skills with behaviour were significantly different between the early and middle school‐age groups. Findings suggest that children may utilize different skills at various developmental stages to guide their social behaviours. Findings have implications for theories of children's social development, as well as for interventions aimed at enhancing social skills. Highlights Children's theory of mind, executive functioning, and verbal skills were assessed in relation to their own and a peer's social behaviour Dyadic analyses were used to examine children's cooperative and competitive behaviour during an interactive task with a peer Findings reveal that the impact specific skills have on their own and a peer's behaviour depends on developmental stage

show abstract

Working memory and social functioning in children

Cited by 107 publications

References 58 publications

Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems

Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems

Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities

The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age

Contact Info

Product

Resources

About