Differences in Young Children’s Peer Preference by Inhibitory Control and Emotion Regulation

Nakamichi, Keito

doi:10.1177/0033294117709260

Cited by 23 publications

(17 citation statements)

References 28 publications

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“…If participants established the link between inhibition and emotional regulation, it would guide them to give better behavioral responses to emotional situations (Denham et al, 2015;Silkenbeumer et al, 2016). It has also been found that participants with better inhibition control ability exhibited better emotional regulation ability compared to lower inhibition control ones (Nakamichi, 2017). And some researchers suggested that participants' inhibition control could predict their emotional regulation and social competence during preschool (Penela et al, 2015).…”

Section: Inhibition Controlmentioning

confidence: 99%

Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory

et al. 2020

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The study examined how executive function (EF) training could improve children's emotional competence (EC). Children (N = 55; M age = 50.64 months) were assigned into two groups, namely the EF training group and the no-training group. The present study attempted to use a 2 (group: EF training VS no-training) × 2 (test time: pretest VS post-test) between-and-within-subjects experimental design to investigate the effect of EF training on the improvement of EC for 4-year-old children. Results showed that, (1) children in EF training group had significantly higher scores on EC than that of no-training group; (2) The change of inhibition control and working memory could significantly predict their variation of EC. These results suggested that the improvement of EC caused by EF training could be linked to the ability of inhibition control and working memory.

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Section: Inhibition Controlmentioning

confidence: 99%

Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory

et al. 2020

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“…Low IC is associated with a wide range of outcomes such as obesity, food choices, eating disorders, school performance, peer preferences, externalizing behaviors, aggression, prosocial behaviors, sexual debut, and use of drugs, alcohol, and tobacco [4][5][6][7][8][9][10][11][12]. Low IC may be one of the reasons why youth from low socioeconomic status (SES) and racial and ethnic minority groups engage in more risky behaviors, compared to high SES and majority youth [1,[13][14][15][16]. Thus, studies are needed that investigate the additive effects of race/ethnicity and SES on youth IC as a mechanism of disparities and inequalities in high-risk behaviors [1,10,[17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Parental Education and Youth Inhibitory Control in the Adolescent Brain Cognitive Development (ABCD) Study: Blacks’ Diminished Returns

Assari

2020

Brain Sciences

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Background: Non-Hispanic Black (NHB) youth are at a higher risk of high-risk behaviors compared to non-Hispanic White (NHW) youth. Some of this racial gap is shown to be due to weaker effects of parental educational attainment on reducing the prevalence of behavioral risk factors such as impulsivity, substance use, aggression, obesity, and poor school performance for NHBs, a pattern called Minorities’ Diminished Returns. These diminishing returns may be due to lower than expected effects of parental education on inhibitory control. Aim: We compared NHW and NHB youth for the effect of parental educational attainment on youth inhibitory control, a psychological and cognitive construct that closely predicts high-risk behaviors such as the use of drugs, alcohol, and tobacco. Methods: This was a cross-sectional analysis that included 4188 youth from the Adolescent Brain Cognitive Development (ABCD) study. The independent variable was parental educational attainment. The main outcome was youth inhibitory control measured by the stop-signal task (SST), which was validated by parent reports on the Child Behavior Checklist (CBCL). Results: In race/ethnicity-stratified models, high parental educational attainment was associated with a higher level of inhibitory control for NHB than NHW youth. In the pooled sample, race/ethnicity showed a statistically significant interaction with parental educational attainment on youth inhibitory control suggesting that high parental educational attainment has a smaller boosting effect on inhibitory control for NHB than NHW youth. Conclusion: Parental educational attainment boosts inhibitory control for NHW but not NHB youth. To minimize the racial gap in youth brain development, we need to address societal barriers that diminish the returns of family economic and human resources, particularly parental educational attainment, for racial and ethnic minority youth. Social and public policies should address structural and societal barriers such as social stratification, segregation, racism, and discrimination that hinder NHB parents’ abilities to effectively mobilize their human resources and secure tangible outcomes for their developing youth.

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“…The cool-EF battery included four tasks: black-white task (Simpson & Riggs, 2005), shine-rain task (Nakamichi, 2017), 'Simon-says' task (Strommen, 1973), and BDS task.…”

Section: Cool-ef Battery: Timementioning

confidence: 99%

Preschool social-emotional competencies predict school adjustment in Grade 1

Nakamichi

Nakazawa

2019

Early Child Development and Care

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We investigated whether preschoolers' social-emotional competencies predict their peer relationships and academic achievements during grade one. Measures of cool and hot executive functions, theory of mind, social-problem-solving, and peer acceptance were administered to a sample of 48 preschoolers (M = 77.91 months). Academic achievement and peer acceptance were assessed at the end of Grade 1. A path analysis revealed that cool and hot executive functioning during preschool had a direct impact on academic achievement in elementary school and an indirect effect on peer acceptance via the theory of mind and social-problem-solving, respectively. Further, peer acceptance in preschool had a positive direct effect on peer acceptance during grade one. These findings indicate the vital role of social-emotional competencies on peer relationships and academic achievement. Future study should include additional measures to examine the effect of preschooler's cool and hot executive functions on later school adjustment. ARTICLE HISTORY

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Differences in Young Children’s Peer Preference by Inhibitory Control and Emotion Regulation

Cited by 23 publications

References 28 publications

Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory

Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory

Parental Education and Youth Inhibitory Control in the Adolescent Brain Cognitive Development (ABCD) Study: Blacks’ Diminished Returns

Preschool social-emotional competencies predict school adjustment in Grade 1

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