Articlegreen2012

Separating the Fish From the Sharks: A Longitudinal Study of Preschool Response Inhibition

Sandra A. Wiebe · Tiffany D. Sheffield · Kimberly Andrews Espy

172 citations0/0 files storedChild Development

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Developmental and Educational Neuropsychology Neural and Behavioral Psychology Studies Cognitive Abilities and Testing

Abstract

The development of response inhibition was investigated using a computerized go/no-go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was observed between 3 and 3.75 years. Better working memory and general cognitive ability were related to more accurate performance at all ages, but relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages. Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no-go trials.

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References

2008Executive function in preschoolers: A review using an integrative framework.2000Effortful control in early childhood: Continuity and change, antecedents, and implications for social development.2000On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy.2005Recommended effect size statistics for repeated measures designs 2005Developmentally Sensitive Measures of Executive Function in Preschool Children 2006Development of Short and Very Short Forms of the Children's Behavior Questionnaire 1965A general model for the study of developmental problems.2005Child Psychology: A Handbook of Contemporary Issues

Cited by

2016The development of self-regulation across early childhood.2016An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms 2018Executive function and academic achievement: Longitudinal relations from early childhood to adolescence.2014Behavioral Inhibition and Developmental Risk: A Dual-Processing Perspective 2015Do children’s executive functions account for associations between early autonomy-supportive parenting and achievement through high school?

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