A new measure for assessing executive function across a wide age range: children and adults find <i>happy‐sad</i> more difficult than <i>day‐night</i>

Lagattuta, Kristin Hansen; Sayfan, Liat; Monsour, Michael

doi:10.1111/j.1467-7687.2010.00994.x

Cited by 97 publications

(147 citation statements)

References 27 publications

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“…To index conflict inhibition the children completed the Happy/Sad Task (Lagattuta et al, 2011) at both time points. In this task children were shown two cards depicting either a yellow “happy face”or a yellow “sad face.” First the children were asked to point to the happy face and then to the sad face.…”

Section: Methodsmentioning

confidence: 99%

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

2016

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The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand. The primary aim of this longitudinal study was to examine whether children's EF mediated the relation between three distinct aspects of parental behavior (i.e., parental scaffolding, negative parent-child interactions, and the provision of informal learning opportunities) and children's academic ability (as measured by standard tests of literacy and numeracy skills). Data were collected from 117 parent-child dyads (60 boys) at two time points ~1 year apart (M Age at Time 1 = 3.94 years, SD = 0.53; M Age at Time 2 = 5.11 years, SD = 0.54). At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory). Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent-child interactions and children's early academic ability. In contrast, parental provision of opportunities for learning in the home environment was directly related to children's academic abilities. These results suggest that parental scaffolding and negative parent-child interactions influence children's academic ability by shaping children's emerging EF.

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Section: Methodsmentioning

confidence: 99%

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

2016

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“…To illustrate this point, Lagattuta and colleagues examined inhibitory control using two versions of a Stroop-like card task: the neutral version used pictures of ''day'' and ''night'' as the competing stimuli, while the emotionally-laden version used happy and sad faces. It was shown that inhibition was more difficult for faces, with no ceiling effects, even for adults (Lagattuta, Sayfan, & Monsour, 2011). In DCD, heightened sensitivity to positive social cues may reflect a reduced level of coupling between emotion processing and cognitive control centers.…”

Section: The Interaction Of Cognitive Control and Emotion Processing mentioning

confidence: 96%

Reprint of “Deficits of hot executive function in developmental coordination disorder: Sensitivity to positive social cues”

Rahimi-Golkhandan

Steenbergen

Piek

et al. 2015

Human Movement Science

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Recent research shows that children with motor coordination problems (or developmental coordination disorder--DCD) show deficits in not only cool executive function (EF), but also hot EF. We aimed to determine whether this deficit of hot EF is due to heightened sensitivity to rewarding stimuli, specifically, or to a general deficit of cognitive control, like inhibition. Using two versions of a go/no-go task, one with neutral facial expressions and the other with happy and fearful faces, we compared 12 children with DCD with 28 typically-developing children, aged 7-12 years. Like earlier studies, children responded faster to happy faces. Both groups showed comparable accuracy in response to go targets, and also had similar commission errors, except when the no-go stimulus was a happy face. Importantly, the DCD group made significantly more commission errors to happy faces failing to suppress their response on more than half of the no-go trials. These results suggest a heightened sensitivity to emotionally significant distractors in DCD; this type of impulsivity may undermine self-regulation in DCD, with possible implications for adaptive function and emotional well-being. We argue that the interaction of cognitive control and emotion processing networks may be disrupted in DCD or delayed in development.

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“…One limitation of behavioral 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 13 measures of self-regulation such as the Day/Night task is that children tend to perform at ceiling by 7 years of age (Lagattuta, Sayfan & Monsour, 2011). Parent and teacher questionnaires offer an alternative measure which can be used across a broader age range.…”

Section: Self-regulation Measurementioning

confidence: 99%

Prosocial norms in the classroom: The role of self-regulation in following norms of giving

Blake

Piovesan

Montinari

et al. 2015

Journal of Economic Behavior & Organization

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A new measure for assessing executive function across a wide age range: children and adults find happy‐sad more difficult than day‐night

Cited by 97 publications

References 27 publications

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

Reprint of “Deficits of hot executive function in developmental coordination disorder: Sensitivity to positive social cues”

Prosocial norms in the classroom: The role of self-regulation in following norms of giving

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