Does executive function matter for preschoolers' problem behaviors?

Journal of Abnormal Child Psychology

Volumn 36, Issue 1, 2008, Pages 1-14

  Hughes, Claire ^a   Ensor, Rosie ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Executive function; Longitudinal; Problem behaviors; Theory of mind

Indexed keywords

ARTICLE; BEHAVIOR DISORDER; COGNITIVE DEFECT; DEVELOPMENTAL STAGE; FEMALE; HUMAN; MAJOR CLINICAL STUDY; MALE; PRESCHOOL CHILD; TASK PERFORMANCE; TODDLER; VERBAL BEHAVIOR;

ADAPTATION, PSYCHOLOGICAL; AGE FACTORS; CHILD BEHAVIOR DISORDERS; CHILD, PRESCHOOL; COGNITION DISORDERS; ENGLAND; FEMALE; HUMANS; INDIVIDUALITY; LANGUAGE DEVELOPMENT DISORDERS; LONGITUDINAL STUDIES; MALE; NEUROPSYCHOLOGICAL TESTS; PERSONAL CONSTRUCT THEORY; PROBLEM SOLVING; PSYCHOSOCIAL DEPRIVATION; SOCIAL ENVIRONMENT; VERBAL BEHAVIOR;

EID: 41149110676     PISSN: 00910627     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10802-007-9107-6     Document Type: Article

References (76)

1. Aguilar, B., Sroufe, L. A., Egeland, B., & Carlson, E. (2000). Distinguishing the life-course persistent and adolescent-limited antisocial behaviour types: From birth to 16 years. Development and Psychopathology, 12, 109-132.
2. Balas, V. (2003). Drôles de plats!. Paris: Nathan.
3. Baron-Cohen, S., Leslie, A., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37-46.
4. Bayley, N. (1993). Bayley scales of infant development (2nd ed.). San Antonio, TX: The Psychological Corporation, Harcourt Brace & Company.
5. Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh, J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4, 561-571.
6. Berk, L. (1999). Children's private speech: An overview of theory and the status of research. In P. Lloyd & C. Fernyhough (Eds.), Lev vygotsky: Critical assessments: Thought and language (vol. II, pp. 33-70). Florence, KY, USA: Taylor & Frances/Routledge.
7. Carlson, S., & Moses, L. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032-1053.
8. Carlson, S., Moses, L., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development, Special Issue on Executive Functions and Development, 11, 73-92.
9. Charman, A., Carroll, F., & Sturge, C. (2001). Theory of mind, executive function and social competence in boys with ADHD. Emotional and Behavioural Difficulties, 6, 31-49.
10. Coldwell, J., Pike, A., & Dunn, J. (2006). Household chaos-links with parenting and child behaviour. Journal of Child Psychology and Psychiatry, 1116-1122.
11. Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631-647.
12. Crnic, K., & Greenberg, M. T. (1990). Minor parenting stresses with young children. Child Development, 61, 1628-1637.
13. Deater-Deckard, K., Pylas, M., & Petrill, S. (1997). Parent-child interactive system (PARCHISY). London.
14. Dunn, L., Dunn, L., Whetton, C., & Pintillie, D. (1982). British picture vocabulary scale. Windsor, UK: NFER-Nelson.
15. Elliott, C., Murray, D., & Pearson, L. (1983). British abilities scales. Windsor, UK: NFER-Nelson.
16. Fergusson, D., & Horwood, L. (1998). Early conduct problems and later life opportunities. Journal of Child Psychology and Psychiatry, 39, 1097-1108.
17. Fergusson, D., & Lynskey, M. (1998). Conduct problems in childhood and psychosocial outcomes in young adulthood: A prospective study. Journal of Emotional and Behavioural Disorders, 6, 2-18.
18. Frith, C., & Frith, U. (2001). The physiological basic of theory of mind: Functional neuroimagining studies. In S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspective from developmental cognitive neuroscience (pp. 334-356). Second Edition. New York, NY: Oxford University Press.
19. Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483-527.
20. Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581-586.
21. Goodman, R., Ford, T., Simmons, H., Gatward, R., & Meltzer, H. (2000). Using the strengths and difficulties questionnaire (SDQ) to screen for child psychiatric disorders in a community sample. British Journal of Psychiatry, 177, 534-539.
22. Gresham, F., & Elliott, S. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
23. Gurd, J., & Marshall, J. (2003). Dissociations: Double or quits. Cortex, 39, 192-195.
24. Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
25. Happé, F., & Frith, U. (1996). Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology, 14, 385-398.
26. Hay, D., Pawlby, S., Sharp, D., Schmuecker, G., Mills, A., Allen, H., et al. (1999). Parents' judgments about young children's problems: Why mothers and fathers might disagree yet still predict later outcomes. Journal of Child Psychiatry and Psychology, 40, 1249-1258.
27. Hughes, C. (1998a). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233-253.
28. Hughes, C. (1998b). Finding your marbles: Does preschoolers' strategic behaviour predict later understanding of mind? Developmental Psychology, 34, 1326-1339.
29. Hughes, C., & Dunn, J. (1997). "Pretend you didn't know": Preschoolers' talk about mental states in pretend play. Cognitive Development, 12, 477-499.
30. Hughes, C., & Dunn, J. (2000). Hedonism or empathy?: Hard-to-manage children's moral awareness, and links with cognitive and maternal characteristics. British Journal of Developmental Psychology, 18, 227-245.
31. Hughes, C., Dunn, J., & White, A. (1998). Trick or treat?: Uneven understanding of mind and emotion and executive function among "hard to manage" preschoolers. Journal of Child Psychology and Psychiatry, 39, 981-994.
32. Hughes, C., & Ensor, R. (2005). Theory of mind and executive function in 2-year-olds: A family affair? Developmental Neuropsychology, 28, 645-668.
33. Hughes, C., & Ensor, R. (2006). Behavioural problems in two-year-olds: Links with individual differences in theory of mind, executive function and negative parenting. Journal of Child Psychology & Psychiatry, 47, 488-497.
34. Hughes, C., & Ensor, R. (submitted-a). Positive and protective: Effects of early theory of mind on preschool problem behaviours.
35. Hughes, C., & Ensor, R. (submitted-b). Theory of mind and executive function: Reciprocal relations from 2 to 4.
36. Hughes, C., White, A., Sharpen, J., & Dunn, J. (2000). Antisocial, angry and unsympathetic: 'Hard to manage' preschoolers' peer problems, and possible social and cognitive influences. Journal of Child Psychology and Psychiatry, 41, 169-179.
37. Johnston, C., & Mash, E. J. (1989). A measure of parenting satisfaction and efficacy. Journal of Clinical Child Psychology, 18, 167-175.
38. Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
39. Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York: Basic Books.
40. Mannuzza, S., Klein, R. G., Bessler, A., Malloy, P., & LaPadula, M. (1993). Adult outcome of hyperactive boys: Educational achievement, occupational rank, and psychiatric status. Archives of General Psychiatry, 50, 565-576.
41. Mannuzza, S., Klein, R. G., Bonagura, N., Malloy, P., Giampino, T. L., & Addalli, K. A. (1991). Hyperactive boys almost grown up: V. Replication of psychiatric status. Archives of General Psychiatry, 48, 77-83.
42. McNeil, C. B., Eyberg, S., Eisenstadt, T. H., Newcomb, K., & Funderburk, B. (1991). Parent-child interaction therapy with behavior problem children: Generalization of treatment effects to the school setting. Journal of Clinical Child Psychology, 20, 140- 151.
43. Meltzoff, A. N. (1999). Elements of a developmental theory of imitation. In A. N. Meltzoff & W. Prinz (Eds.), The imitative mind: Development, evolution, and brain bases (pp. 19-41). New York, NY: Cambridge University Press.
44. Mesman, J., Bongers, I., & Koot, H. (2001). Preschool developmental pathways to preadolescent internalizing and externalizing problems. Journal of Child Psychology and Psychiatry, 42, 679-689.
45. Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development, 75, 1373-1386.
46. Moerbeek, K. (1994). Can't sleep. London: Western Publishing Company.
47. Moffitt, T. (1990). Juvenile delinquency and attention deficit disorder: Boys' developmental trajectories from age 3 to age 15. Child Development, 61, 893-910.
48. Moffitt, T. (1993). The neuropsychology of conduct disorder. Development & Psychopathology, 5, 135-152.
49. Moffitt, T., & the E-Risk Study Team. (2002). Contemporary teen aged mothers in Britain. Journal of Child Psychology and Psychiatry, 43, 727-742.
50. Nelson, J. R., Martella, R. M., Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional & Behavioral Disorders, 10(3), 136-148.
51. Noble, K., Norman, M. F., & Farah, M. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8, 74-87.
52. Pennington, B., & Bennetto, L. (1993). Main effects or transactions in the neuropsychology of conduct disorder. A commentary on the neuropsychology of conduct disorder. Development and Psychopathology, 5, 153-164.
53. Perner, J., Kain, W., & Barchfield, P. (2002). Executive control and higher-order theory of mind in children at risk of ADHD. Infant and Child Development, Special Issue on Executive Functions and Development, 11, 141-158.
54. Perner, J., & Lang, B. (1999). Development of theory of mind and executive control. Trends in Cognitive Sciences, 3, 337-344.
55. Peterson, C., & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology and Psychiatry, 36, 459-474.
56. Peterson, C., & Slaughter, V. (2006). Telling the story of ToM: Deaf and hearing children's narratives and mental state understanding. British Journal of Developmental Psychology, 24, 151-180.
57. Preacher, K., & Hayes, A. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, 36, 717-731.
58. Preacher, K., & Hayes, A. (submitted). SPSS and SAS Macros for estimating and comparing indirect effects in multiple mediator models.
59. Preacher, K., & Leonardelli, G. (2001). Calculation for the Sobel Test. An interactive calculation tool for mediation tests. Retrieved Friday 26th March, 2004, from http://www.unc.edu/∼preacher/ sobel/sobel.htm.
60. Robison, L. M., Sclar, D. A., Skaer, T. L., & Galin, R. S. (1999). National trends in the prevalence of attention-deficit/hyperactivity disorder and the prescribing of methylphenidate among school-age children. Clinical Pediatrics, 38, 209-217.
61. Rogoff, B. (1990). Apprenticeship in thinking. Oxford: Oxford University Press.
62. Rutter, M., & Quinton, D. (1984). Parental psychiatric disorder: Effects on children. Psychological Medicine, 14, 853-880.
63. Saxe, R., Carey, S., & Kanwisher, N. (2004). Understanding other minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87-124.
64. Seguin, J. R., Boulerice, B., Harden, P. W., Tremblay, R. E., & Pihl, R. O. (1999). Executive functions and physical aggression after controlling for attention deficit hyperactivity disorder, general memory and IQ. Journal of Child Psychology and Psychiatry, 40, 1197-1208.
65. Shallice, T. (1982). Specific impairments in planning. Philosophical Transactions of the Royal Society of London, B298, 199- 209.
66. Speltz, M., Deklyen, M., Calderon, R., Greenberg, M., & Fisher, P. (1999). Neuropsychological characteristics and test behaviors of boys with early onset conduct problems. Journal of Abnormal Psychology, 108, 315-325.
67. Sutton, J., Smith, P., & Swettenham, J. (1999a). Bullying and "theory of mind': A critique of the "social skills deficit' view of anti-social behaviour. Social Development, 8, 117-127.
68. Sutton, J., Smith, P., & Swettenham, J. (1999b). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435-450.
69. Tager-Flusberg, H. (2001). Language and understanding minds: Connections in autism. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspective from developmental cognitive neuroscience (pp. 334-356). Second Edition. New York, NY: Oxford University Press.
70. Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Stanford-binet intelligence scales. Chicago, IL: Riverside Publishing Co.
71. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
72. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.
73. Winsler, A., Diaz, R. M., McCarthy, E. M., Atencio, D. J., & Chabay, L. A. (1999). Mother-child interaction, private speech, and task performance in preschool children with behaviour problems. Journal of Child Psychology and Psychiatry, 40, 891-904.
74. Wood, D. (1998). How children think and learn (2nd ed.). Oxford, UK: Blackwell Publishers Ltd.
75. Yeung, J., Linver, M. R., & Brooks-Gunn, J. (2002). How money matters for young children's development: Parental investment and family processes. Child Development, 73, 1861-1879.
76. Zelazo, P., & Frye, D. (1997). Cognitive complexity and control: A theory of the development of deliberate reasoning and intentional action. In M. Stamenov (Ed.), Language structure, discourse, and the access to consciousness. Amsterdam: John Benjamins.