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Related Experiment Video

Updated: May 12, 2026

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance

Published on: May 7, 2014

Developmental changes in executive functioning.

Kerry Lee¹, Rebecca Bull, Ringo M H Ho

¹National Institute of Education.

Child Development

|April 5, 2013

Summary

This summary is machine-generated.

This study reveals that the structure of executive functioning in children evolves with age. While younger children (5–13) show a two-factor model, older adolescents (15) exhibit a three-factor structure, highlighting developmental changes in cognitive control.

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Published on: February 14, 2014

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Last Updated: May 12, 2026

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance

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Published on: May 7, 2014

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Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

Published on: February 14, 2014

Area of Science:

Developmental psychology
Cognitive neuroscience
Child psychology

Background:

Early research suggested a three-factor model of executive functioning (updating/working memory, inhibition, task switching).
More recent studies indicate a shift towards two-factor or undifferentiated structures in children's executive functions.
Understanding the developmental trajectory of executive functions is crucial for cognitive development research.

Purpose of the Study:

To investigate age-related changes in the structural organization of executive functioning in children aged 6 to 15.
To determine if the structure of executive functions transitions from a two-factor to a three-factor model during adolescence.
To examine longitudinal patterns of executive function development across different age groups.

Main Methods:

Employed a cohort-sequential design with annual testing of 688 children aged 6–15.
Utilized tasks measuring updating and working memory, inhibition, and switch efficiency.
Conducted confirmatory factor analyses and longitudinal factorial invariance tests.

Main Results:

Observed significant task-based variations in developmental patterns of executive functions.
Found that data from children aged 5–13 consistently supported a two-factor structure of executive functioning.
Identified a well-separated three-factor structure for the 15-year-old group.

Conclusions:

The structure of executive functioning in children is not static and undergoes significant developmental changes.
A transition from a two-factor to a three-factor model of executive functions occurs during adolescence.
These findings contribute to a nuanced understanding of cognitive control development and its structural organization in youth.