Latent structure of executive function in five- and six-year-old children: A longitudinal study

Usai, Maria Carmen; Viterbori, Paola; Traverso, Laura; Franchis, Valentina De

doi:10.1080/17405629.2013.840578

Cited by 125 publications

(119 citation statements)

References 27 publications

Supporting

Mentioning

106

Contrasting

Unclassified

Order By: Relevance

“…Whereas all previous studies conducted on samples of 3-year-olds revealed a unitary EF structure, our results support the findings of researchers who found a two-factor structure in preschoolers 4 to 6 years old (Lee et al, 2013;Miller et al, 2012;Usai et al, 2013;van der Ven et al, 2013). It could be, then, that EFs are initially organized as a single component (unitary EFs) and that later, between 4 and 6 years of age, EFs differentiate into two components.…”

Section: Wm and Inhibition Differentiationsupporting

confidence: 73%

“…The studies by Miller et al (2012) and Usai et al (2013) also supported a two-factor model except that their model comprised an inhibition factor and a combined WM-flexibility factor because the WM and flexibility tests loaded on the same latent variable. In addition, although the study by Usai and colleagues comprised two times of measurement, the model did not vary by time.…”

Section: Factor Analysis Studies With Preschoolersmentioning

confidence: 82%

“…Studies carried out with slightly older preschoolers (4 and 5 years old) support both a unitary model (Fuhs & Day, 2011;Shing, Lindenberger, Diamond, Li, & Davidson, 2010;Wiebe et al, 2008) and a two-factor model (Lee et al, 2013;Miller, Giesbrecht, Müller, McInerney, & Kerns, 2012;Usai, Viterbori, Traverso, & De Franchis, 2013;van der Ven, Kroesbergen, Boom, & Leseman, 2013). Among the studies supporting the presence of a single factor, the one by Fuhs and Day (2011) did not measure the WM component and those by Shing et al (2010) and Wiebe et al (2008) did not measure the flexibility component.…”

Section: Factor Analysis Studies With Preschoolersmentioning

confidence: 88%

See 2 more Smart Citations

Structure of executive functions in typically developing kindergarteners

Monette

Bigras

Lafrenière

2015

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Section: Wm and Inhibition Differentiationsupporting

confidence: 73%

Section: Factor Analysis Studies With Preschoolersmentioning

confidence: 82%

Section: Factor Analysis Studies With Preschoolersmentioning

confidence: 88%

See 1 more Smart Citation

Structure of executive functions in typically developing kindergarteners

Monette

Bigras

Lafrenière

2015

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

“…Lee, Bull, & Ho, 2013; Lehto, Juujarvi, Kooistra, & Pulkkinen, 2010; M. R. Miller, Giesbrecht, Müller, McInerney, & Kerns, 2012; Rose, Feldman, & Jankowski, 2012; Usai, Viterbori, Traverso, & De Franchis, 2013). Many of these studies have examined the same three EFs examined by Miyake et al (2000), though not always with the same tasks.…”

Section: Patterns Suggesting Unity and Diversitymentioning

confidence: 99%

Unity and diversity of executive functions: Individual differences as a window on cognitive structure

Friedman

Miyake

2017

Cortex

1,357

1,257

View full text Add to dashboard Cite

Executive functions (EFs) are high-level cognitive processes, often associated with the frontal lobes, that control lower level processes in the service of goal-directed behavior. They include abilities such as response inhibition, interference control, working memory updating, and set shifting. EFs show a general pattern of shared but distinct functions, a pattern described as “unity and diversity.” We review studies of EF unity and diversity at the behavioral and genetic levels, focusing on studies of normal individual differences and what they reveal about the functional organization of these cognitive abilities. In particular, we review evidence that across multiple ages and populations, commonly studied EFs (a) are robustly correlated but separable when measured with latent variables; (b) are not the same as general intelligence or g; (c) are highly heritable at the latent level and seemingly also highly polygenic; and (d) activate both common and specific neural areas and can be linked to individual differences in neural activation, volume, and connectivity. We highlight how considering individual differences at the behavioral and neural levels can add considerable insight to the investigation of the functional organization of the brain, and conclude with some key points about individual differences to consider when interpreting neuropsychological patterns of dissociation.

show abstract

“…Summarizing different classifying systems of EF, the most popular processes included are inhibition, working memory, planning, selfregulation, flexibility, monitoring and feedback (Brocki & Bohlin, 2004;Brown, 2006;Capilla et al, 2004;Carlson, Mandell & Williams, 2004;Isquith, Gioia & Espy, 2004;Klenberg et. al., 2001;Lee, Bull & Ho, 2013;Miller, Giesbrecht, Müller, McInerney & Kerns, 2012;Shayer et al, 2015;Usai, Viterbori, Traverso & De Franchis, 2014).…”

Section: Introductionmentioning

confidence: 99%

Age Related Changes in the Executive Function of Colombian Children

et al. 2017

View full text Add to dashboard Cite

Executive Function (EF) is a higher cognitive process responsible for control and self-regulation of behavior. The aim of this study is to describe the developmental trajectory of EF in four and six-year old Colombian children, and to highlight possible differences by socio-cultural variables such as age, sex, type of school or socio-economic status. One hundred and sixty-three normotypical children were tested using psychological tests validated for a Spanish population belonging to the Weschler and Luria Initial batteries. HJ-biplot analysis showed that EF developed commensurate with age and school grade, although differences by socioeconomic status and type of school were evident. Keywords neuropsychology; executive functions; children; Colombia. RESUMENLas funciones ejecutivas (FE) son un proceso cognitivo superior para la autorregulación y control del comportamiento. El objetivo del estudio fue describir las trayectorias de desarrollo de 163 niños colombianos normotípicos de 4 y 6 años de edad y resaltar las diferencias observadas según variables sociodemográficas como edad, sexo, tipo de colegio y condición socioeconómica. Para ello, se aplicaron pruebas psicológicas validadas para población hispanohablante y que conforman las baterías de la Weschler y Luria inicial. Los análisis HJ-biplot realizados muestran que las FE se desarrollan en relación con la edad y el grado escolar de los niños, no obstante, también se observaron diferencias asociadas a las condiciones socioeconómicas y tipo de colegio al que asisten los niños.Palabras clave neuropsicología; funciones ejecutivas; niños; Colombia.

show abstract

Latent structure of executive function in five- and six-year-old children: A longitudinal study

Cited by 125 publications

References 27 publications

Structure of executive functions in typically developing kindergarteners

Structure of executive functions in typically developing kindergarteners

Unity and diversity of executive functions: Individual differences as a window on cognitive structure

Age Related Changes in the Executive Function of Colombian Children

Contact Info

Product

Resources

About