The factorial structure of executive functions in preschool and elementary school children and relations with intelligence.

The timing of structural changes in executive functions (EFs) across development is a matter of controversy; whereas some studies suggest a uniform structure of EFs in early childhood, findings in middle and late childhood are mixed. There are results indicating uniformity of EFs as well as several studies suggesting multidimensionality of the construct. In addition, studies demonstrate an age-related differentiation of the relation between EFs and intelligence. We conducted a comparative analysis of the EF structure and relations with fluid intelligence in two distinct age groups. A sample of n = 145 preschool children (5.2-6.7 years of age) and n = 109 elementary school children (8.8-11.8 years) completed measures of working memory, inhibition, cognitive flexibility, and fluid intelligence. Confirmatory factor analysis (CFA) revealed that a single-factor model best represented performance on EF tasks in both preschool and elementary school children. Multi-group CFA indicated equivalent and strong relations between EFs and intelligence across both age groups (r = .64 in preschool and elementary school children). Our results confirm that EFs are significantly related to fluid intelligence but might not underlie a uniform pattern of successive differentiation into multiple EF components in childhood. We discuss how methodological artifacts such as simultaneous interference might have contributed to previous findings on differentiation in middle and late childhood.

Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence.

Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predictors cool EF, which are important in emotionally neutral situations. However, since (pre)school-based learning is also associated with motivational incentives (e.g., praise from teachers and educators), this study aimed to test the validity of the above-mentioned mediation model using as predictors hot EF, which are important in emotional-motivational contexts. To this end, the constructs included in the model were cross-sectionally examined using performance measures and parent ratings in a sample of n = 77 German preschoolers (Mage = 71.61 months, SD = 4.13; 51.9 % girls). Results show that SRL mediates the relationship between hot EF and academic competence. Methodological limitations of the present study and implications for research and practice are discussed.

Differential development and trainability of self-regulatory abilities among preschoolers.

Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental trajectories. The present study aims to investigate whether a reduction in interindividual differences over time, which could previously be found for preschoolers' SR, is also present for SRL. Furthermore, the present study aims to explore whether preschool SRL training transfers to SR and whether training effects visible in SRL depend on initial performance. A sample of 94 preschoolers participated in this intervention study. Children were assigned to either a training group or to an active control group. Additionally, the sample was divided into high- and low-SRL preschoolers based on pretest SRL performance. Repeated measures ANCOVAs revealed that in the active control group, differences between high- and low-SRL preschoolers decreased over time. The training group showed a greater increase in SRL than the active control group. Training-induced increases did not vary between high- and low-SRL preschoolers. Additionally, increases in SR were identical for training and active control group. Further research on the transferability of preschool SRL training to SR is needed.