A dyadic data analysis of executive functioning and children's socially competent behaviours

Huyder, Vanessa; Nilsen, Elizabeth S.

doi:10.1016/j.appdev.2012.05.002

Cited by 22 publications

(23 citation statements)

References 59 publications

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“…This study suggests that other developmental processes, including EF and language, also influence children's responses to evocative social scenarios. This finding is consistent with recent studies that propose children's developmental abilities influence their social thinking and behaviors (Girard et al, 2017;Huyder & Nilsen, 2012).…”

Section: Discussionsupporting

confidence: 93%

“…Although recent studies address the role of language skills and cognitive abilities on children's social problemsolving and interpersonal behavior (Girard, Pingault, Doyle, Falissard, & Tremblay, 2017;Huyder & Nilsen, 2012), few have assessed how both of these developmental abilities influence children's narratives. Studies have either included them as part of secondary analyses or as control variables (Bar-Haim, Fox, VanMeenen, & Marshall, 2004;Davies, Woitach, Winter, & Cummings, 2008;Scholtens, Rydell, Bohlin, & Thorell, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Children’s narrative story stem responses: Contributions of executive functioning and language proficiency to relationship representations

2018

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Story stem narrative tasks provide insight into young children's inner experiences. Little research has investigated how developmental capacities impact narrative content and process. This study evaluates the influence of executive functioning (EF) and language ability on children's narratives. Data were gathered from 210 low‐income children. EF and language ability were assessed at age 4 and EF was assessed at age 6 via direct examination, cognitive‐motor tasks, and examiner ratings. Children's responses to eight story stems were gathered at age 6; three latent narrative variables were constructed (Prosocial, Aggressive/Conflict, and Avoidance/Danger), and Narrative Coherence was rated. Results of longitudinal path analyses in structural equation modeling demonstrated age 4 EF significantly predicted all narrative outcomes. Language ability independently predicted Prosocial and Narrative Coherence, and had an influence on Aggression/Conflict when modeled with EF. Age 6 EF mediated the relationship between age 4 EF and narrative outcomes. Findings provide insight into developmental abilities that influence on children's narrative responses to challenging interpersonal scenarios. Future research should study parent–child relations, EF, and language abilities simultaneously.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Children’s narrative story stem responses: Contributions of executive functioning and language proficiency to relationship representations

2018

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“…Consistent with this, although past research has found relations between EF and ToM skills and cooperative behaviours, these studies did not control for the mutual influence between social partners. Of note, the one other study to use dyadic data analysis (Huyder & Nilsen, ) to control for these effects, similarly found that EF only related to competitive behaviours and not cooperative behaviours. Thus, EF and ToM skills may play a more prominent role in regulating inappropriate behaviours (i.e., competitive) as opposed to facilitating appropriate behaviours (i.e., cooperative) per se.…”

Section: Discussionmentioning

confidence: 94%

“…Similarly, Giannotta and colleagues found that 8‐, 10‐, and 12‐year‐old children's inhibitory control was associated with more cooperative behaviours during a collaborative task (Giannotta, Burk, & Ciairano, ). Huyder and Nilsen () also found that 6‐ to 8‐year‐olds with more proficient inhibitory control demonstrated fewer competitive behaviours during a cooperative task. Recent work also suggests that planning skills play a role in children's cooperation.…”

Section: Introductionmentioning

confidence: 93%

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

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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

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“…Diante disso, essas habilidades são fundamentais para um bom desempenho acadêmico (CRAGG et al, 2017) e socioemocial (HUYDER & NILSEN, 2012) enquanto seu prejuízo acarreta dificuldades sociais, mentais e comportamentais, como abandono escolar, uso de drogas e criminalidade (DIAMOND, 2006;HUYNDER & NILSEN, 2012).…”

Section: Funções Executivasunclassified

Relações Entre Parentalidade E Funções Executivas De Crianças Em Idade Escolar

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A dyadic data analysis of executive functioning and children's socially competent behaviours

Cited by 22 publications

References 59 publications

Children’s narrative story stem responses: Contributions of executive functioning and language proficiency to relationship representations

Children’s narrative story stem responses: Contributions of executive functioning and language proficiency to relationship representations

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

Relações Entre Parentalidade E Funções Executivas De Crianças Em Idade Escolar

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