The structure of executive function in 3-year-olds
Sandra A Wiebe1, Tiffany Sheffield, Jennifer Mize Nelson
1Department of Psychology, University of Alberta, Edmonton, Alberta, T6G 2E9 Canada. sandra.wiebe@ualberta.ca
Journal of Experimental Child Psychology
|October 2, 2010
Summary
Preschool executive function (EF) appears to be a single, domain-general skill in 3-year-olds. This study found that early executive function skills are best understood as a unitary construct, not separate abilities.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Child Development
Background:
- Executive function (EF) in adulthood shows both unity and diversity.
- Emerging evidence suggests preschool EF might be a single factor.
- Understanding early EF structure is crucial for development.
Purpose of the Study:
- To examine the latent structure of executive function in 3-year-old children.
- To determine if EF in early childhood is best represented by a single factor or multiple factors.
- To investigate potential demographic influences on early EF structure.
Main Methods:
- Confirmatory factor analysis was used to analyze data from 228 3-year-olds.
- Children completed a diverse battery of age-appropriate executive tasks.
- Measurement invariance testing assessed group differences.
Main Results:
- A single latent factor model provided the best fit for the executive function data.
- No significant differences in EF were found between boys and girls.
- Children at higher sociodemographic risk showed less proficient EF.
Conclusions:
- At 3 years of age, executive function appears to be a unitary, domain-general process.
- Early emerging EF skills are best conceptualized as a single construct.
- Sociodemographic risk impacts the development of early EF skills.
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