Zusammenhang zwischen Intelligenz und exekutiven Funktionen

Daseking, Monika; Melzer, Jessica; Rißling, Julia-Katharina; Petermann, Franz

doi:10.1055/s-0035-1564081

Cited by 7 publications

(3 citation statements)

References 20 publications

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“…• Ability to store relevant information and perform mental operations (working memory; (Daseking et al, 2015;Miyake & Friedman, 2012;Miyake et al, 2000) • Store relevant information and perform mental operations (working memory; (Daseking et al, 2015;Miyake & Friedman, 2012;Miyake et al, 2000) • Task, attention and strategy switching (shifting; Daseking et al, 2015;Miyake & Friedman, 2012;Miyake et al, 2000) • Suppression of dominant or automated reactions (inhibition; Daseking et al, 2015;Miyake & Friedman, 2012;Miyake et al, 2000) • Working memory (Zhou et al, 2012) • Attention focusing and shifting (Eisenberg et al, 2004;Zhou et al, 2012) • Inhibitory control (Eisenberg et al, 2004;Zhou et al, 2012) • Conflict detection and resolution (Rothbart & Bates, 2006;Zhou et al, 2012) • Planning (Rothbart & Bates, 2006;Zhou et al, 2012) Research tradition (Best & Miller, 2010;Diamond, 2013;Garon et al, 2008) • Development begins in the first year of life (Rothbart et al, 2007) • Significant developments between the 2nd and 7th year of life (Rothbart & Rueda, 2005) • Subcomponents differ in developmental trajectories (Rothbart & Rueda, 2005) surgency) are relatively stable from a very young age, the regulating component EC shows significant development between the 2nd and 7th year of life (Rothbart & Rueda, 2005).…”

Section: Subcomponentsmentioning

confidence: 99%

RETRACTED: Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?

Schmidt

Daseking

Gawrilow

et al. 2022

Developmental Science

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The concepts of executive function (EF) and effortful control (EC) are strikingly similar. EF originate from neurocognitive research and are described as an accumulation of cognitive processes that serve the goal-oriented self-regulation (SR) of an individual.EC originates from temperament research and is defined as the efficiency of executive attention, including the ability to inhibit a dominant response, to activate a subdominant response, to proceed in a planned manner and to recognize conflicts or errors.The aim of this article was to examine the association between the constructs of EF and EC at the preschool-age. Eighty-eight children (49 female; M-age = 3.93 years, SD = .78) were tested with a computerized battery designed to assess EF at 3-6 years of age (EF Touch). Children's parents completed questionnaires assessing EF impairments (BRIEF-P) and EC (CBQ). Associations between the constructs and their conceptual overlap were analyzed using correlations and confirmatory factor analyses. We found significant correlations between EF and EC measures. A one-factor confirmatory model fitted the data very well and indicated that EF and EC are indeed overlapping and highly similar constructs. Therefore, our results show that measures of EC and EF have substantial overlap in preschoolers and suggest an integrated model of self-regulation.

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Section: Subcomponentsmentioning

confidence: 99%

RETRACTED: Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?

Schmidt

Daseking

Gawrilow

et al. 2022

Developmental Science

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show abstract

“…The findings of Brydges and colleagues [ 9 ], Daseking and colleagues [ 37 ], and Rahbari and Vaillancourt [ 29 ], which focus on the relationship between EF and fluid intelligence, indicate moderate relationships. Based on previous findings, it can therefore be assumed that there are already connections between the individual components of executive functions and cognitive performance in the sense of intelligence in preschool-aged children, at least in the low to moderate range [ 37 , 38 ]. Nevertheless, no published study to date has used confirmatory factor analysis (CFA) to assess the common structure of EF and intelligence in preschool-aged children in a cross-informant approach.…”

Section: Introductionmentioning

confidence: 99%

Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P

Fiedler

Krüger²,

Daseking

2022

Children

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Various studies have addressed the relationship between intelligence and executive functions (EF). There is widespread agreement that EF in preschool children is a unitary construct in which the subordinate factors of Updating, Inhibition, and Shifting are still undifferentiated and correlate moderately with a general factor of intelligence (g). The aim of this study is to investigate the common structural relationship between these two constructs using confirmatory factor analysis. Furthermore, we intend to close the gap of more daily life-associated executive functions and replicate findings in preschool-aged children. Data from a sample of N = 124 average developed children without severe impairments (aged 4 years 0 months–6 years 11 months) were analyzed using the data pool of the standardization and validation studies on the German Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition. Additionally, Executive functions were assessed using a standardized parent-completed questionnaire (BRIEF-P) on their children’s everyday behavior. A second-order factor solution revealed that a model with a loading of the common factor of general intelligence (g-factor) onto the EF factor fits the data best. To specify possible method effects due to different sources of measurements, a latent method factor was generated. The results indicate a heterogeneous method effect and a decreasing factor loading from g on to EF while controlling for the method factor.

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“…Innerhalb der WNV werden Aufgaben durchgeführt, die verschiedene kognitive Anforderungen stellen. Dazu gehören logisches Schlussfolgern, Bereits für das Vorschulalter zeigt sich zudem, dass einige grundlegende Funktionen wie das Arbeitsgedächtnis dazu beitragen können, kognitive Fähigkeiten vorherzusagen [11]. Geringe Kompetenzen im Bereich der exekutiven Funktionen, zu denen die Fähigkeiten gehören, sich flexibel an neue Situationen und Aufgaben anzupassen und Handlungen selbstständig zu regulieren, werden häufig mit Verhaltensproblemen wie der ADHS in Verbindung gebracht [12].…”

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Nonverbale Intelligenzdiagnostik: sprachfreie Erhebung kognitiver Fähigkeiten und Prävention von Entwicklungsrisiken

Daseking¹,

Petermann²

2015

Gesundheitswesen

Self Cite

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Zusammenhang zwischen Intelligenz und exekutiven Funktionen

Abstract: Already at the preschool age, executive functions play an important role in intelligence. Deficits in EF are related to ADHD and to negative school careers. Early programs for prevention or intervention should be implemented to improve conditions for academic learning.

Cited by 7 publications

References 20 publications

RETRACTED: Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?

RETRACTED: Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?

Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P

Nonverbale Intelligenzdiagnostik: sprachfreie Erhebung kognitiver Fähigkeiten und Prävention von Entwicklungsrisiken

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