Changing Nature of Executive Control in Preschool
Regular price
€41.99
14 days return policy
Shipping & Delivery
A01=Kimberly Andrews Espy
A21=Michael T. Willoughby
abilities
Age Group_Uncategorized
Age Group_Uncategorized
Author_Kimberly Andrews Espy
automatic-update
Category1=Non-Fiction
Category=JMC
Category=JNC
Category=JNLA
childhood
cognitive
context
control
COP=United Kingdom
Delivery_Delivery within 10-20 working days
distinguishing
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
executive
executive control
foundational
implications
individual
Language_English
mechanisms
new
overlapping
PA=Available
period
preschool
Price_€20 to €50
problem
PS=Active
sample
softlaunch
study
young childrens
Product details
- ISBN 9781119379027
- Weight: 249g
- Dimensions: 150 x 224mm
- Publication Date: 03 Mar 2017
- Publisher: John Wiley and Sons Ltd
- Publication City/Country: GB
- Product Form: Paperback
- Language: English
Secure
checkout
Fast Shipping
Easy returns
Executive control (EC) is a central construct in developmental science, although measurement limitations have hindered understanding of its nature and development in young children, relation to social risk, and prediction of important outcomes. Disentangling EC from the foundational cognitive abilities it regulates and that are inherently required for successful executive task completion (e.g., language, visual/spatial perception, and motor abilities) is particularly challenging at preschool age, when these foundational abilities are still developing and consequently differ substantially among children. A novel latent bifactor modeling approach delineated respective EC and foundational cognitive abilities components that undergird executive task performance in a socio demographically stratifi ed sample of 388 preschoolers in a longitudinal, cohort-sequential study. The bifactor model revealed a developmental shift, where both EC and foundational cognitive abilities contributed uniquely to executive task performance at ages 4.5 and 5.25 years, but were not separable at ages 3 and 3.75. Contrary to the view that EC is vulnerable to socio-familial risk, the contributions of household financial and learning resources to executive task performance were not specific to EC but were via their relation to foundational cognitive abilities. EC, though, showed a unique, discriminant relation with hyperactive symptoms late in the preschool period, whereas foundational cognitive abilities did not predict specifi c dimensions of dysregulated behavior. These findings form the basis for a new, integrated approach to the measurement and conceptualization of EC, which includes dual consideration of the contributions of EC and foundational cognitive abilities to executive task performance, particularly in the developmental context of preschool.
Kimberly Andrews Espy, Ph.D., is the Senior Vice President for Research at the University of Arizona and Director of the Developmental Cognitive Neuroscience Laboratory at the University of Nebraska–Lincoln. Her research focuses on identifying the antecedents of learning, attention, and behavioral disorders in medically at-risk populations, including those born prematurely, those exposed to substances of abuse during pregnancy, and those exposed to neurotoxins in the environment. For the past two decades, she has studied the normative development of emergent executive control skills in young children and infants.
