ArticleDevelopmental psychology2022
Executive control throughout elementary school: Factor structure and associations with early childhood executive control.
Article in Developmental psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 18 citations in OpenAlex.
- Inhibitory Control, Shifting, and Working Memory Updating Domains form Cognitive Phenotypes in Non-human Primates.bioRxiv : the preprint server for biology · 2026Article
- Associations between middle childhood executive control aspects and adolescent substance use and externalizing and internalizing problems.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2024Article
- Trajectories of cognitive flexibility through kindergarten and first grade: Implications for externalizing and internalizing behavior problems in the second grade.Developmental psychology · 2023Article
- Early executive control buffers risk for adolescent psychopathology during the COVID-19 pandemic.Journal of adolescence · 2023Article
- Contextualizing the Neural Vulnerabilities Model of Obesity.Nutrients · 2023Review
- A Comparison of Task-Based and Questionnaire Assessments of Executive Control Aspects in Relation to Adolescent Marijuana Initiation.Cannabis (Albuquerque, N.M.) · 2023Article
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Authors and funding
5 authors at 2 institutions in 1 country.
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Abstract
This study examined the factor structure of executive control throughout elementary school, as well as associations between executive control abilities in preschool and elementary school. Data were drawn from a longitudinal study of executive control development in a community sample of children (N = 294; 53% female, 47% male) oversampled for low family income (25.4% below poverty line; Mincome = $46,638; SD = $33,256). The sample was representative of the Midwestern city in which the study was conducted in terms of race (71.4% White, 24.5% multiracial, 3.7% Black, and .3% Asian American) and ethnicity (14% Hispanic). Children completed a battery of ten performance-based tasks assessing executive control abilities in grades 1 (Mage = 7.08 years), 2 (Mage = 8.04 years), 3 (Mage = 9.02 years), and 4 (Mage = 9.98 years). Confirmatory factor analysis supported a two-factor structure at each grade with factors representing working memory and inhibitory control/flexible shifting. Measurement invariance testing revealed partial scalar (indicator intercepts) invariance for working memory and partial metric (indicator loadings) and partial scalar invariance for inhibitory control/flexible shifting. Preschool executive control (age 4.5 years), represented by a unitary latent factor, significantly predicted working memory (βs = .79, .72, .81, .66) and inhibitory control/flexible shifting (βs = .69, .64, .63, .62) factors in grades 1 through 4. Follow-up analyses indicated that the findings were not attributable to general cognitive ability. Findings support greater separability of executive control components in elementary school versus preschool, and considerable continuity of executive control from preschool through elementary school. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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