title: Components and developmental differences of executive functioning for school-aged children.
abstract: This study examined the developmental differences, components, and underlying factor structure of executive functioning (EF) in school-aged children by utilizing subtests from Test of Everyday Attention for Children and some additional EF tests. The developmental differences identified across age groups between 7 to 14 years for a sample of 185 children support a multistage interpretation of EF development. Structural equation modeling was used to test models with three first-order EF components which included shifting, working memory/updating, and inhibition. Results indicated that the first-order full, three-factor model was the best model among all the alternative first-order and second-order models.
authors.affiliation: Clinical Psychology Service, Kwai Chung Hospital, Hong Kong. wukyk@ha.org.hk
authors.forename: Kitty K
authors.initials: KK
authors.lastname: Wu
authors.forename: Sumee K
authors.initials: SK
authors.lastname: Chan
authors.forename: Patrick W L
authors.initials: PW
authors.lastname: Leung
authors.forename: Wai-Sum
authors.initials: WS
authors.lastname: Liu
authors.forename: Flora L T
authors.initials: FL
authors.lastname: Leung
authors.forename: Richard
authors.initials: R
authors.lastname: Ng
mesh_terms: D000293:Adolescent; D000375:Aging / Q000502:physiology*; D000704:Analysis of Variance; D001288:Attention / Q000502:physiology; D002648:Child; D002657:Child Development / Q000502:physiology*; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests; D008297:Male; D009483:Neuropsychological Tests; D011930:Reaction Time / Q000502:physiology; D012727:Sex Characteristics