Does executive function matter for preschoolers' problem behaviors?
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.
Hughes
Claire
C
Centre for Family Research, University of Cambridge, Free School Lane, Cambridge, CB2 3RF, UK. ch288@cam.ac.uk
Ensor
Rosie
R
D000223:Adaptation, Psychological; D000367:Age Factors; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000523:psychology*; D002675:Child, Preschool; D003072:Cognition Disorders / Q000175:diagnosis / Q000523:psychology*; D004739:England; D005260:Female; D006801:Humans; D007206:Individuality; D007805:Language Development Disorders / Q000175:diagnosis / Q000523:psychology; D008137:Longitudinal Studies; D008297:Male; D009483:Neuropsychological Tests; D018187:Personal Construct Theory; D011340:Problem Solving; D011610:Psychosocial Deprivation; D012931:Social Environment; D014705:Verbal Behavior