| Autor: |
Howard SJ; School of Education, University of Wollongong, Wollongong, NSW Australia ; Early Start Research Institute, University of Wollongong, Wollongong, NSW Australia., Okely AD; School of Education, University of Wollongong, Wollongong, NSW Australia ; Early Start Research Institute, University of Wollongong, Wollongong, NSW Australia., Ellis YG; School of Education, University of Wollongong, Wollongong, NSW Australia ; Early Start Research Institute, University of Wollongong, Wollongong, NSW Australia. |
| Abstrakt: |
Despite the prominent role of executive functions in children's emerging competencies, there remains debate regarding the structure and development of executive functions. In an attempt to reconcile these discrepancies, a differentiation model of executive function development was evaluated in the early years using 6-month age groupings. Specifically, 281 preschoolers completed measures of working memory, inhibition, and shifting. Results contradicted suggestions that executive functions follow a single trajectory of progressive separation in childhood, instead suggesting that these functions may undergo a period of integration in the preschool years. These results highlight potential problems with current practices and theorizing in executive function research. |
