Studying executive functions in senior preschoolers

Veraksa, Аleksander; Almazova, Оlga V.; Bukhalenkova, Daria

doi:10.1002/pchj.310

Cited by 16 publications

(15 citation statements)

References 8 publications

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“…Importantly, in the selected extreme groups, children did not differ significantly based on a number of factors influencing the level of EF development such as the following: the level of non-verbal intelligence development (Rueda et al, 2005), age (Carlson et al, 2013), and gender (Wiebe et al, 2008;Sobkin , Veraksa et al, 2016;Veraksa et al, 2020). This suggests that the results obtained are not related to the impact of these variables.…”

Section: Strengths Limitations and Suggestions For Future Researchmentioning

confidence: 85%

“…(1) working memory, both visual and verbal; (2) cognitive flexibility, which is related to the ability to switch from one rule to another; and (3) inhibitory control, which presupposes the inhibition of the dominant response in favor of what is required to perform the task (Diamond, 2013). Despite the fact that this model was originally based on the results obtained in adults, the possibility of its use in describing EF development during childhood was confirmed in the works of foreign authors (Lehto et al, 2003;Visu-Petra et al, 2012;Diamond, 2013) as well as Russian researchers (Kiselev, 2016;Veraksa et al, 2018Veraksa et al, , 2020. Thus, these functions are considered as the basis for a child's voluntary behavior.…”

Section: Introductionmentioning

confidence: 98%

“…Various factors that influence EFs have been described in numerous investigations, such as the child's individual characteristics: age (Carlson et al, 2013), gender (Wiebe et al, 2008;Sobkin , Veraksa et al, 2016;Veraksa et al, 2020), and nonverbal intelligence (Rueda et al, 2005) as well as different family factors: the family's socio-economic status (Wiebe et al, 2008;Hook et al, 2013), the parents' educational level (Ardila et al, 2005), and the quality of parent-child interactions (Hammond et al, 2012). However, the quality of the educational environment has an effect on EF development too.…”

Section: Introductionmentioning

confidence: 99%

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Executive Functions and Quality of Classroom Interactions in Kindergarten Among 5–6-Year-Old Children

2020

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According to international longitudinal studies, the quality of preschool education is of great importance for children’s further development. The modern research’s greatest interest in the field of studying the quality of preschool education is precisely the assessment of the relationship between the teacher and children as well as the teaching quality in kindergarten groups. In this regard, the Classroom Assessment Scoring System (CLASS) seems to be the one of the most relevant for the educational environment quality evaluation. The CLASS methodology (which includes emotional support, classroom organization, and instrumental support) is based on the cultural-historical approach, which shows the interaction between students and adults as the main mechanism for child’s development. The aim of this study is to investigate the relationships between different aspects of the classroom organization quality in kindergarten groups and executive functions components (such as cognitive flexibility, inhibitory control, and working memory) in 5–6-year-old children. The quality of classroom interaction was measured by the CLASS. The study used the Dimensional Change Card Sort (DCCS) method to assess cognitive flexibility and the NEPSY-II subtests “Inhibition” to assess inhibitory control and “Memory for Designs” and “Sentences Repetition” to assess visuo-spatial and verbal working memory, respectively. The study was approved by the Ethics Committee of the Faculty of Psychology at Lomonosov Moscow State University. The study involved 26 kindergarten groups in Moscow. While conducting the research, extreme groups were identified (5 with low quality and 10 with high-quality levels of classroom interaction). Then, three kindergarten groups with low level (65 children) and three groups with high level (68 children) of interaction within classroom were selected and compared. The results revealed that children from groups with low level of classroom interaction have higher results in cognitive flexibility tasks when compared with children from groups with high level of interaction. Also, children from groups with high-quality classroom interaction demonstrated higher results in visuo-spatial working memory tasks and inhibitory control tasks as contrasted with children from low-quality groups. These findings attest to the importance of classroom interaction quality for the executive functions development in the preschool age.

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Section: Strengths Limitations and Suggestions For Future Researchmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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Executive Functions and Quality of Classroom Interactions in Kindergarten Among 5–6-Year-Old Children

2020

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“…In recent years there have been reports of decreased executive functions and behavioral problems in these children [5][6][7]. Executive functions (EF) refer to the individual s ' ability to plan their behaviors to achieve a speci c goal.…”

Section: Introductionmentioning

confidence: 99%

“…Most researchers consider the evolution of executive functions as one of the most important achievements of preschool children and regard it as a criterion for predicting successful school performance and child adjustment at school [5]. Self-control requires acquiring a set of cognitive skills that lead to problem solving and behavioral adaptation in new situations.…”

Section: Introductionmentioning

confidence: 99%

Surgery versus intervention in congenital heart disease as a risk factor for executive dysfunction: a case control study

Mani

Nasiri

Amoozgar

et al. 2021

Preprint

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Background Improving surgical and interventional modalities for treating congenital heart disease increased these children's living expectancy, a leading cause of cognitive and behavioral problems. This study compared executive functions among surgically, interventionally treated congenital heart disease, and aged match control. Methods This was a retrospective cross-sectional study. We enrolled thirty children treated with surgery, 30 interventionally treated patients and 30 healthy controls. We compared these participants in the executive functions domains by Stroop test, trail making test, cancellation test, visual and auditory memory span test, and behavioral problems using the parent form strength and difficulty questionnaire. Executive performance in memory span and sustained attention was lower in the surgical group than in the intervention group (P˂0.05). Results Both groups of patients had lower flexibility, memory recall, simple and complex working memory, visual attention, and simple and complex selective attention performance (P < 0.05). The effect of behavioral problems on daily life was higher in surgical patients than in the intervention group (P˂0.0001). Both groups of patients had higher emotional problems, conduct problems, and communication problems than the normal group (P˂0.0001). Conclusion Interventionaly treated patients had better performance in comparison to surgically-treated patients. Regardless of the severity of the disease or treatment, patients with congenital heart malformations had poor performance compared to normal subjects and suffered from behavioral disorders affecting their daily lives. It is essential to include diagnostic and therapeutic interventions in treating these patients' executive function and behavioral problems.

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The Relation Between Cognitive Flexibility and Language Production in Preschool Children

Oshchepkova

Bukhalenkova

Veraksa

2021

Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics

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Studying executive functions in senior preschoolers

Cited by 16 publications

References 8 publications

Executive Functions and Quality of Classroom Interactions in Kindergarten Among 5–6-Year-Old Children

Executive Functions and Quality of Classroom Interactions in Kindergarten Among 5–6-Year-Old Children

Surgery versus intervention in congenital heart disease as a risk factor for executive dysfunction: a case control study

The Relation Between Cognitive Flexibility and Language Production in Preschool Children

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