Catching Fish and Avoiding Sharks: Investigating Factors That Influence Developmentally Appropriate Measurement of Preschoolers’ Inhibitory Control

Journal of Psychoeducational Assessment

Volumn 33, Issue 6, 2015, Pages 585-596

  Howard, Steven J ^a   Okely, Anthony D ^a  

^a UNIVERSITY OF WOLLONGONG   (Australia)

Author keywords

early years toolbox; executive functions; go no go; inhibition; iPad; preschool

Indexed keywords

EID: 84938529469     PISSN: 07342829     EISSN: 15575144     Source Type: Journal    
DOI: 10.1177/0734282914562933     Document Type: Article

References (44)

1. P.J.AndersonN.Reidy (2012). Assessing executive function in preschoolers. Neuropsychology Review, 22, 345-360.
2. J.R.BestP.H.Miller (2010). A developmental perspective on executive function. Child Development, 81, 1641-1660.
3. J.R.BestP.H.MillerL.L.Jones (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180-200.
4. C.BlairP.D.ZelazoM.T.Greenberg (2005). The measurement of executive function in early childhood. Developmental Neuropsychology, 28, 561-571.
5. J.R.BoothD.D.BurmanJ.R.MeyerZ.LeiB.L.TrommerN.D.DavenportM.M.. Mesulam (2003). Neural development of selected attention and response inhibition. NeuroImage, 20, 737-751.
6. R.BrunettiC.Del GattoF.Delogu (2014). eCorsi: Implementation and testing of the Corsi block-tapping task for digital tablets. Frontiers in Psychology, 5, 1-9.
7. R.BullK.A.EspyT.E.Senn (2004). A comparison of performance on the Towers of London and Hanoi in young children. Journal of Child Psychology and Psychiatry, 45, 743-754.
8. R.Case (1985). Intellectual development: Birth to adulthood. New York, NY: Academic Press.
9. M.T.H.Chi (1978). Knowledge students and memory development. In R.Siegler (Ed.), Children’s thinking: What develops? (pp. 73-96). Hillsdale, NJ: Lawrence Erlbaum.
10. F.N.Dempster (1992). The rise and fall of the inhibitory mechanism: Toward a unified theory of cognitive development and aging. Developmental Review, 12, 45-75.
11. A.DiamondC.Taylor (1996). Development of an aspect of executive control: Development of the abilities to remember what I said and to “do as I say, not as I do.”Developmental Psychobiology, 29, 315-334.
12. S.M.DowsettD.J.Livesey (2000). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental Psychobiology, 36, 161-174.
13. S.DurstonK.M.ThomasY.YangA.M.UlugR.D.ZimmermanB.J.Casey (2002). A neural basis for the development of inhibitory control. Developmental Science, 5, F9-F16.
14. N.P.FriedmanA.Miyake (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133, 101-135.
15. H.GaravanT.J.RossK.MurphyR.A.P.RocheE.A.Stein (2002). Dissociable executive functions in the dynamic control of behavior: Inhibition, error detection, and correction. NeuroImage, 17, 1820-1829.
16. N.GaronS.E.BrysonI.M.Smith (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31-60.
17. F.HappeR.BoothR.CharltonC.Hughes (2006). Executive function deficits in autism spectrum disorders and attention-deficit/hyperactivity disorder: Examining profiles across domains and ages. Brain and Cognition, 61, 25-39.
18. W.HofmannB.J.SchmeichelA.D.Baddeley (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16, 174-180.
19. C.HongpaisanwiwatM.Lewis (2003, October). The effects of animated character in multimedia presentation: Attention and comprehension. In Proceedings of IEEE International Conference on Systems, Man and Cybernetics, 2, 1350-1352.
20. S.J.HowardJ.JohnsonJ.Pascual-Leone (2014). Clarifying inhibitory control: Diversity and development of attentional inhibition. Cognitive Development, 31, 1-21.
21. C.Hughes (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233-253.
22. C.HughesR.EnsorA.Wilson (2010). Tracking executive function across the transition to school: A latent variable approach. Developmental Neuropsychology, 35, 20-36.
23. A.R.HuntA.Kingstone (2003). Covert and overt voluntary attention: Linked or independent?Cognitive Brain Research, 18, 102-105.
24. K.KannassL.OakesJ.Shaddy (2006). A longitudinal investigation of the development of attention and distractibility. Journal of Cognition and Development, 7, 381-409.
25. R.M.KaplanD.P.Saccuzzo (2013). Psychological testing: Principles, applications, and issues (8th ed.). Blemont, CA: Brooks/Cole.
26. J.E.LehtoP.JuujärviL.KooistraL.Pulkkinen (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59-80.
27. M.M.Martin-RheeE.Bialystok (2008). The development of two types of inhibitory control in monolingual and bilingual children. Bilingualism: Language and Cognition, 11, 81-93.
28. M.R.MillerG.F.GiesbrechtU.MüllerR.J.McInerneyK.A.Kerns (2012). A latent variable approach to determining the structure of executive function in preschool children. Journal of Cognition and Development, 13, 395-423.
29. A.MiyakeN.P.FriedmanM.J.EmersonA.H.WitzkiA.Howerter (2000). The unity and diversity of executive functions and the contributions to complete “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49-100.
30. S.Morra (1994). Issues in working memory measurement: Testing for M capacity. International Journal of Behavioral Development, 17, 143-159.
31. U.MüllerK.A.KernsK.Konkin (2012). Test–retest reliability and practice effects of exuective function tasks in preschool children. The Clinical Neuropsychologist, 26, 271-287. doi:10.1080/13854046.2011.645558
32. U.MüllerD.LiebermanD.FryeP.D.Zelazo (2008). Executive function, school readiness, and school achievement. In S.K.ThurmanC.A.Fiorello (Eds.), Applied cognitive research in K-3 classrooms (pp. 41-84). New York, NY: Routledge.
33. J.T.Nigg (2000). On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working memory taxonomy. Psychological Bulletin, 126, 220-246.
34. K.F.PagulayanR.M.BuschK.L.MedinaJ.A.BartokR.Krikorian (2006). Developmental normative data for the Corsi block-tapping task. Journal of Clinical and Experimental Neuropsychology, 28, 1043-1052.
35. J.Pascual-LeoneJ.Johnson (2011). A developmental theory of mental attention: Its application to measurement and task analysis. In P.BarrouilletV.Gaillard (Eds.), Cognitive development and working memory: A dialogue between neo-Piagetian theories and cognitive approaches (pp. 13-46). New York, NY: Psychology Press.
36. M.I.PosnerY.Cohen (1984). Components of visual orienting. In D.BoumaD.Bonwhuis (Eds.), Attention and performance X: Control of language processes (pp. 531-556). Hillsdale, NJ: Lawrence Erlbaum.
37. N.R.RiggsL.B.JahromiR.P.RazzaJ.E.Dillworth-BartU.Müeller (2006). Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology, 27, 300-309.
38. K.RubiaT.RussellS.OvermeyerM.J.BrammerE.T.BullmoreT.SharmaE.. Taylor (2001). Mapping motor inhibition: Conjunctive brain activations across different versions of go/no-go and stop tasks. NeuroImage, 13, 250-261.
39. A.SimpsonK.J.Riggs (2006). Conditions under which children experience inhibitory difficulty with a “button press” go/no-go task. Journal of Experimental Child Psychology, 94, 18-26.
40. R.Smith-DonaldC.C.RaverT.HayesB.Richardson (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PRSA) for field-based research. Early Childhood Research Quarterly, 22, 173-187.
41. J.F.StinsL.M.J.de SonnevilleA.S.GrootT.C.PoldermanC.G.C.M.van BaalD.I.Boomsma (2005). Heritability of selective attention and working memory in preschoolers. Behavior Genetics, 35, 407-416.
42. S.TsujimotoM.KuwajimaT.Sawaguchi (2007). Developmental fractionation of working memory and response inhibition during childhood. Experimental Psychology, 54, 30-37.
43. S.A.WiebeK.A.EspyD.Charak (2008). Using confirmatory factor analysis to understand executive control in preschool children: Sources of variation in emergent mathematic achievement. Developmental Psychology, 44, 575-587.
44. S.A.WiebeT.D.SheffieldK.A.Espy (2012). Separating the fish from the sharks: A longitudinal study of preschool response inhibition. Child Development, 83, 1245-1261.