Article2006

Measuring the development of executive control with the shape school.

Kimberly Andrews Espy · Rebecca Bull · Walter W. Stroup

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Developmental and Educational Neuropsychology Early Childhood Education and Development Child and Animal Learning Development

Abstract

Although several neurodevelopmental and psychiatric disorders can emerge during the preschool period, there are comparatively few instruments to assess executive control. Evidence for validity of the Shape School (K. A. Espy, 1997) was examined in a sample of 219 typically developing young children. There was good evidence for validity, as Shape School performance variables were interrelated and were associated to other criterion measures considered to measure aspects of executive control. Also suggesting validity, the Shape School variables varied as a function of whether the task demands (a) were executive, (b) required inhibition of a prepotent response or context-controlled selection among relevant stimulus-response sets, and (c) included unitary or concurrent processing. The Shape School may be an effective tool by which to measure executive control in young children who have atypical developmental patterns.

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References

2001Individual Differences in Inhibitory Control and Children's Theory of Mind 2000On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy.1992Assessment of Children 1994The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test 2001A controlled-attention view of working-memory capacity.2003Neural mechanisms of general fluid intelligence 2000A Neural Basis for General Intelligence 1996Inhibitory Control in Young Children and Its Role in Emerging Internalization

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