Does executive function matter for preschoolers' problem behaviors?

Autor:	Hughes, Claire, Ensor, Rosie
Předmět:	COGNITION disorders BEHAVIOR disorders in children VERBAL ability PHILOSOPHY of mind PRESCHOOL children MENTAL health CHILDREN'S health CHILD development CHILD psychology COGNITION disorders diagnosis ADAPTABILITY (Personality) WORD deafness AGE distribution COMPARATIVE studies DEPRIVATION (Psychology) INDIVIDUALITY LONGITUDINAL method NEUROPSYCHOLOGICAL tests RESEARCH methodology MEDICAL cooperation PROBLEM solving PSYCHOLOGY RESEARCH VERBAL behavior THEORY EVALUATION research SOCIAL context PSYCHOLOGICAL factors DIAGNOSIS
Zdroj:	Journal of Abnormal Child Psychology; Jan2008, Vol. 36 Issue 1, p1-14, 14p, 2 Diagrams, 4 Charts
Abstrakt:	Early problem behaviors are associated with a variety of cognitive deficits: in verbal ability, executive function (EF) and theory of mind (ToM). Previous studies with different age-groups yield contrasting results: for 2-year-olds, ToM skills appear particularly salient (Hughes & Ensor, 2006), but for 4-year-olds EF appears more important (Hughes, White, Sharpen, & Dunn, 2000). To examine this apparent developmental change in the relative salience of cognitive deficits we followed 122 children from Hughes and Ensor's (2006) sample at ages 3 and 4. Tests of ToM, EF and verbal ability were included at each time-point and multi-informant, multi-measure, multi-setting ratings provided aggregate measures of problem behaviors. ToM and verbal ability showed non-specific associations with problem behaviors, but associations between EF and problem behaviors were strong and specific. In addition, age-3 EF mediated relations between age-2 verbal ability and age-4 problem behaviors. [ABSTRACT FROM AUTHOR]
Databáze:	Complementary Index
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