Shifting ability predicts math and reading performance in children: A meta-analytical study

Yeniad, Nihal; Malda, Maike; Mesman, Judi; IJzendoorn, Marinus H. van; Pieper, Suzanne

doi:10.1016/j.lindif.2012.10.004

Cited by 326 publications

(249 citation statements)

References 61 publications

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“…In general, the results of the correlation and cluster analysis indicate that there is a relationship between the level of a child's understanding of false beliefs and such components of cognitive control as inhibition and switching, which is in good agreement with the previous studies (Bock et al, 2015;Cantin et al, 2016;Carlson et al, 2015;Muller et al, 2012;Perner et al, 2002;Yeniad et al, 2013). Most authors hold the view that this relationship stems from the participation of executive functions in performing false belief tasks: a child should be flexible enough to switch between its belief and another person's vision of the situation, and also to suppress its own knowledge about the situation.…”

Section: Resultssupporting

confidence: 90%

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Executive Functions And Theory Of Mind In Senior Preschool Age

Веракса¹

2017

The European Proceedings of Social and Behavioural Sciences

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The goal of our study is to specify the role of executive functions in cognitive and social development in preschool age. This research examined the relation between individual differences in all three components of executive functioning (working memory, cognitive flexibility and inhibition) and theory of mind performance in senior preschool-age children.The study involved 267 children aged 5-6 years (143 boys and 124 girls), pupils of the older kindergarten groups in Moscow.The study used NEPSY-II diagnostic complex subtests aimed at diagnosing the level of executive functions and social development («Theory of mind» is one of them). We also used the Raven's progressive matrix test, the DCCS method and the Test of Emotion Comprehension.The obtained result's analysis showed the significant connection between all three components of executive functions and theory of mind. Three types of development of regulatory functions in preschool children were identified. Children belonging to different types shown differences in the successfulness of the theory of mind's tasks performing.Our results provide important details about understanding the relation between executive functioning and theory of mind development in the senior preschool age and practical implications for child's future academic success, which requires high level of regulation and socio-emotional competence.

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Section: Resultssupporting

confidence: 90%

“…Meanwhile recent foreign studies have shown that such components of executive functions as constraining control and flexibility are significant predictors of further theory of mind development (Bock et al, 2015;Cantin et al, 2016;Carlson et al, 2002;Muller et al, 2012;Yeniad et al, 2013).…”

Section: The Connection Between Theory Of Mind and Executive Functionsmentioning

confidence: 99%

Executive Functions And Theory Of Mind In Senior Preschool Age

Веракса¹

2017

The European Proceedings of Social and Behavioural Sciences

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“…Studies indicate that the level of development of executive functions is essential for a child's school readiness (Brock et al, 2009). To a large extent, it determines not only the educational success (Biederman et al, 2004;Yeniad, Malda, Mesman, van IJzendoorn, & Pieper, 2013), but also functioning in adulthood, career, even health (a review of research by Diamond & Lee, 2011). EF difficulties can intensify with age associated with increasing educational support needs (Wolke, 2010;Reijneveld et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

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Background In most countries, premature deliveries constitute 5% to 18% of births. Some preterm children, especially those born before 32 weeks of pregnancy, experience serious medical complications, which can affect their subsequent development and functioning. Even those who have an IQ within the normal range can be at risk of worse functioning. This study aimed to investigate the differences in development of hot and cool aspects of executive functions in children born prematurely in comparison to those born on time. It is also focused on evaluating relationships between executive functions in premature children and their socio-emotional competences. Participants and procedure All children participating in the study were preschoolers. The sample consisted of 20 children born before 32 weeks of gestation and 28 term controls (children born on time). Hot and cool aspects of executive functions were examined in both groups using tasks extracted from the Preschool Self-Regulation Assessment (PSRA). Parents of children born prematurely also completed the Strengths and Difficulties Questionnaire (SDQ), which is a brief behavioral screening questionnaire that consists of five scales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior. Results Premature children scored lower for both hot and cool executive functions in comparison to the children born at term in two of the five tasks. In addition, an association between worse executive functioning and more severe problems was found in the preterm group. This link applies to both general and specific problems, such as hyperactivity/inattention and behavioral problems. Conclusions Prematurely born children may have larger deficits both in hot and cool aspects of executive functions compared to their peers born at term. Deficits in hot aspect may be reflected in hyperactivity/inattention symptoms and conduct problems, whereas difficulties in cool aspect may be more related to the general picture of problems in prematurely born children.

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“…Введение Одним из самых важных достижений старшего дошкольного возраста и предиктором успешной адаптации и обучения в школе является развитие произвольности или регуляторных функций [1,2,3,4,5]. В связи с этим особое место в психологии дошкольного возраста занимают диагностика и создание различных методов развития когнитивной и поведенческой регуляции детей.…”

Section: Original Manuscript Received 08062017unclassified