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1.
In keeping with proposals emphasizing the role of early experience in infant brain development, this study investigated the prospective links between quality of parent–infant interactions and subsequent child executive functioning (EF), including working memory, impulse control, and set shifting. Maternal sensitivity, mind-mindedness and autonomy support were assessed when children were 12 to 15 months old ( N  =   80). Child EF was assessed at 18 and 26 months. All three parenting dimensions were found to relate to child EF. Autonomy support was the strongest predictor of EF at each age, independent of general cognitive ability and maternal education. These findings add to previous results on child stress-response systems in suggesting that parent–child relationships may play an important role in children's developing self-regulatory capacities.  相似文献   

2.
Research Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed.  相似文献   

3.
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5‐month‐olds (n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age‐appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention.  相似文献   

4.
This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54–66-month old children and their mothers participated in a home observation and laboratory visit. Hierarchical regression analyses revealed the EF mediated associations between SES and math outcomes. These findings were observed after controlling for child verbal abilities. Implications for the role of verbal ability in EF, the developmental context in predicting EF, and the influence of EF on academic readiness are discussed.  相似文献   

5.
The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement.  相似文献   

6.
Executive functioning (EF) is a key cognitive process for development. Little is known about EF in Kindergarten children at risk for developmental coordination disorder (DCD), despite this age being one of the most critical and intensive period of motor and cognitive development. In our investigation we compared EF in kindergarten children at risk for DCD with Typically Developing (TD) children. Participants were 36 Italian children, 18 at risk for DCD (9 boys and 9 girls) who had a mean age of 4.6 years and 18 TD (9 boys and 9 girls) who had a mean age of 4.6. Executive functions were measured by tasks targeting cold executive functioning (working memory, fluency, inhibitory control) and two assessments of hot executive functioning (Snack Delay and Gift Wrap). Significant differences were found between children at risk for DCD and TD children on cold EF tasks of visuo-spatial working memory abilities, fluency and inhibitory control, but not on hot EF tasks. The findings suggest that it is advisable to implement preschool cognitively challenging physical activities programmes.  相似文献   

7.
This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children's long-term outcomes (N = 466; Mage at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills.  相似文献   

8.
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.  相似文献   

9.
This study investigated the effects of bilingualism on set-shifting and working memory in children with autism spectrum disorders (ASD). Bilinguals with ASD were predicted to display a specific bilingual advantage in set-shifting, but not working memory, relative to monolinguals with ASD. Forty 6- to 9-year-old children participated (20 ASD, 20 typically-developing). Set-shifting was measured using a computerized dimensional change card sort (DCCS) task, and by parent report of executive functioning in daily life. Results showed an advantage for bilingual relative to monolingual children with ASD on the DCCS task, but not for set-shifting in daily life. Working memory was similar for bilinguals and monolinguals with ASD. These findings suggest that bilingualism may mitigate some set-shifting difficulties in children with ASD.  相似文献   

10.
The association between executive function (EF) and theory of mind (ToM) has been hotly debated for 20 years. Competing accounts focus on: task demands, conceptual overlap, or functional ties. Findings from this meta‐analytic review of 102 studies (representing 9,994 participants aged 3–6 years) indicate that the moderate association between EF and one key aspect of ToM, false belief understanding (FBU) is: (a) similar for children from different cultures, (b) largely consistent across distinct EF tasks, but varies across different types of false belief task, and (c) is asymmetric in that early individual differences in EF predict later variation in FBU but not vice versa. These findings support a hybrid emergence‐expression account and highlight new directions for research.  相似文献   

11.
Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with later EF (φs ≥ .44), the effect was entirely mediated through later language. In contrast, language had significant direct and indirect effects on later EF. Exploratory analyses indicated that the pattern of results was comparable for low‐ and not‐low‐income families. The results were consistent with theoretical accounts of language as a precursor of EF ability, and highlighted gesture as an early indicator of EF.  相似文献   

12.
ObjectiveThough children exposed to familial violence are reported to have difficulties with a range of emotional and behavioral problems (e.g., lower school achievement) that implicate executive function (EF) deficits, relatively little research has specifically examined EF as a function of trauma exposure in children.MethodsBased on parent report of children's exposure to potentially traumatic events, children (N = 110; AgeMean = 10.39) from an ethnically diverse community sample were compared across three trauma-exposure groups: familial trauma, non-familial trauma, and no trauma. Children completed a battery of tests to assess working memory, behavioral inhibition, processing speed, auditory attention, and interference control.ResultsFamilial trauma (relative to non-familial and no trauma exposure) was associated with poorer performance on an EF composite (composed of working memory, inhibition, auditory attention, and processing speed tasks); the effect size was medium. Both trauma-exposure status and dissociation symptoms explained unique variance in EF performance after controlling for anxiety symptoms, socio-economic status, and potential traumatic brain injury. While IQ and EF performance were related, SES predicted unique variance in IQ (and not EF) scores, while familial-trauma exposure did not.ConclusionsThe contribution of trauma exposure to basic executive functioning held after taking into account symptoms (anxiety and dissociation), socio-economic status, and possible traumatic brain injury exposure. EF problems may provide one route via which maltreated children become at risk for peer, academic, and behavior problems relative to their peers.Practice implicationsEF problems may provide one route via which maltreated children become at risk for peer, academic, psychological, and behavior problems relative to their peers. Recently, intervention strategies have emerged in the anxiety and mood disorder treatment literatures that appear to effectively target EFs. As future research continues to specify the relationship between child trauma exposure and EF performance, these innovative treatments may have important practice implications for addressing EF deficits.  相似文献   

13.
The aim of this report was to investigate the prospective links between infant sleep regulation and subsequent executive functioning (EF). The authors assessed sleep regulation through a parent sleep diary when children were 12 and 18 months old (N = 60). Child EF was assessed at 18 and 26 months of age. Higher proportions of total sleep occurring at night time, at both 12 and 18 months, were related to better performance on executive tasks, especially those involving a strong impulse control component. Most relations held above family socioeconomic status, prior mental development and concurrent verbal ability. These findings add to previous results with school-age children in suggesting that sleep favors the development of higher order cognitive functions requiring prefrontal cortex involvement.  相似文献   

14.
Despite the extensive research demonstrating the importance of child executive functioning (EF) for school adjustment, little longitudinal work has formally examined developmental change in EF during the early school years. Based on a sample of 106 mother–child dyads, the current longitudinal study investigated patterns of growth in child performance on three executive tasks between kindergarten (Mage = 6 years) and Grade 3 (Mage = 9 years), and the predictive role of earlier mother–child attachment security in these patterns. The results suggest that early elementary school is a period of significant developmental improvement in child EF, although child performance on different EF tasks follows distinct trajectories across time. The study also provides evidence for a sustained relation between children's early attachment security and their ongoing acquisition of executive skills.  相似文献   

15.
Much research has found disrupted executive functioning (EF) in deaf and hard-of-hearing (DHH) children; while some theories emphasize the role of auditory deprivation, others posit delayed language experience as the primary cause. This study investigated the role of language and auditory experience in parent-reported EF for 123 preschool-aged children (Mage = 60.1 months, 53.7% female, 84.6% White). Comparisons between DHH and typically hearing children exposed to language from birth (spoken or signed) showed no significant differences in EF despite drastic differences in auditory input. Linear models demonstrated that earlier language exposure predicted better EF (β = .061–.341), while earlier auditory exposure did not. Few participants exhibited clinically significant executive dysfunction. Results support theories positing that language, not auditory experience, scaffolds EF development.  相似文献   

16.
We examined whether family care following early-life deprivation buffered the association between stressful life events (SLEs) and executive functioning (EF) in adolescence. In early childhood, 136 institutionally reared children were randomly assigned to foster care or care-as-usual; 72 never-institutionalized children served as a comparison group. At age 16 years, adolescents (n = 143; 54% female; 67.1% Romanian) self-reported recent SLEs, completed a battery of memory and EF tasks, and completed a go/nogo task in which mediofrontal theta power (MFTP) was measured using electroencephalogram. More independent SLEs predicted lower EF and more dependent SLEs predicted lower MFTP, but only among adolescents with prolonged early deprivation. Findings provide preliminary evidence that family care following early deprivation may facilitate resilience against stress during adolescence on EF.  相似文献   

17.
Children adopted from institutions have been studied as models of the impact of stimulus deprivation on cognitive development (Nelson, Bos, Gunnar, & Sonuga‐Barke, 2011), but these children may also suffer from micronutrient deficiencies (Fuglestad et al., 2008). The contributions of iron deficiency (ID) and duration of deprivation on cognitive functioning in children adopted from institutions between 17 and 36 months of age were examined. ID was assessed in 55 children soon after adoption, and cognitive functioning was evaluated 11–14.6 months postadoption when the children averaged 37.4 months old (SD = 4.9). ID at adoption and longer duration of institutional care independently predicted lower IQ scores and executive function (EF) performance. IQ did not mediate the association between ID and EF.  相似文献   

18.
Longitudinal data were obtained from 157 children aged 3 years 3 months to 5 years 6 months at Time 1. At Time 2 these children had aged an average of 12 months. Theory of mind (ToM) and executive functioning (EF) were measured at both time points. Results suggest that Time 1 ToM scores predict Time 2 EF scores. Detailed examination of sibling influences suggests that benefits—in terms of advanced ToM development—accrue to children with siblings versus without, and to those with a larger number of child‐aged siblings. Any advance in either area (ToM or EF) is likely to benefit the other, and early sibling interaction appears to act as a catalyst.  相似文献   

19.
This article examined longitudinal relations among socioeconomic risk, maternal language input, child vocabulary, and child executive function (EF) in a large sample (N = 1,009) recruited for a prospective longitudinal study. Two measures of maternal language input derived from a parent–child picture book task, vocabulary diversity (VOCD), and language complexity, showed variation by socioeconomic risk at child ages 15, 24, and 36 months. Maternal VOCD at child age 24 months and maternal language complexity at child age 36 months mediated the relation between socioeconomic risk and 48-month child EF, independent of parenting sensitivity. Moreover, 36-month child vocabulary mediated the relation between maternal language input and child EF. These findings provide novel evidence about mechanisms linking socioeconomic risk and child executive function.  相似文献   

20.
Longitudinal associations between signaled night awakening and executive functioning (EF) at 8 and 24 months in children with (≥ 3 awakenings, n = 77) and without parent-rated fragmented sleep (≤ 1 awakening, n = 69) were studied. EF was assessed with the Switch task at 8 and 24 months. At 24 months, behavioral tasks and parental ratings of EF (Behavior Rating Inventory of Executive Function–Preschool version) were also used. In the Switch task, children with fragmented sleep were less able to learn stimulus sequences and inhibit previously learned responses than children without fragmented sleep. The groups differed only marginally in parental ratings of EF, and no differences were found in behavioral EF tasks. These results suggest that eye movement-based measures may reveal associations between sleep and EF already in infancy and toddlerhood.  相似文献   

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