The development of inhibitory control in early childhood: A twin study from 2–3 years.

Abstract

Parent and lab-based observer ratings were employed to examine genetic and environmental influences on continuity and change in inhibitory control (IC) in over 300 twin-pairs assessed longitudinally at 2 and 3 years of age. Genetic influences accounted for approximately 60% of the variance in parent-rated IC at both ages. Although many of the same genetic effects on parent-rated IC were stable across age, there were also novel genetic effects that emerged at age 3 (i.e., genetic factors contributed to both continuity and change in parent ratings of IC). Observed IC displayed a different developmental pattern. Genetic influences were moderate at age 2 (38%) and nonsignificant at age 3 (6%). Change in observed IC across early childhood was due to shared and nonshared environmental factors. Findings indicate that it is important to consider the measurement of IC when interpreting developmental and etiological findings.

A multimethod study of inhibitory control and behavioural problems in preschoolers

“…We accounted for child gender and age and maternal depressive and anxiety symptoms in our analyses. On the basis of previous findings (Gagne & Goldsmith, ; Gagne, Miller, et al, ; Gagne & Saudino, , ), we also predicted that boys and younger children in our sample would have lower levels of IC and be more vulnerable to externalizing problems. Lastly, we examined maternal depressive symptoms and trait anxiety in the context of child IC and behavioural problems.…”

“…Children with age‐appropriate levels of IC regulate their behaviour and cognition in situations when required, whereas those with low IC behave impulsively and exhibit poorer cognitive control. IC ability develops in the second year of life, and skills improve through preschool into early school age (Gagne & Goldsmith, ; Gagne & Saudino, , ; Rothbart, ). In temperament investigations of IC in toddlers and preschoolers, girls have significantly higher levels of IC than boys do (Gagne & Goldsmith, ; Gagne, Miller & Goldsmith, 2013; Gagne & Saudino, , ).…”

“…IC ability develops in the second year of life, and skills improve through preschool into early school age (Gagne & Goldsmith, ; Gagne & Saudino, , ; Rothbart, ). In temperament investigations of IC in toddlers and preschoolers, girls have significantly higher levels of IC than boys do (Gagne & Goldsmith, ; Gagne, Miller & Goldsmith, 2013; Gagne & Saudino, , ). Research on the early emerging development of IC is important because children with low levels of IC have more cognitive and socio‐emotional difficulties including externalizing behavioural problems and attention deficit hyperactivity disorder (ADHD; Eisenberg et al, , ; Gagne, Saudino, & Asherson, ; Goos, Crosbie, Payne, & Schachar, ).…”

“…Nevertheless, basic behavioural testing of IC in toddlerhood and preschool is feasible using the inhibition and delay tasks in the context of a laboratory assessment of temperament. The preschool version of the laboratory temperament assessment battery (Lab‐TAB; Goldsmith, Reilly, Lemery, Longley, & Prescott, ) includes several such tasks designed as behavioural episodes and has been used successfully to study IC in early childhood (Gagne & Goldsmith, ; Gagne & Saudino, , ; Gagne, Saudino, et al, ). It is also potentially viable to modify EF tasks that tap IC for administration at earlier ages.…”

Self‐Control in Childhood: A Synthesis of Perspectives and Focus on Early Development

“…In the Genetics of Emotional Ontogeny project, parent ratings revealed a similar estimate of genetic variance (.63), but heritability for Lab‐TAB IC was not significant at age 3 and familial resemblance was due to shared environmental influences . This pattern of findings at age 3 was replicated in the BUTP . Therefore, in two independent samples, genetic influences on laboratory‐assessed IC at age 3 waned, suggesting etiological and developmental changes (parent ratings showed a more stable etiology).…”