A framework for executive function in the late elementary years.

Area of Science:

• Neuroscience
• Developmental Psychology
• Cognitive Psychology

Background:

• Executive function (EF) is a complex construct, challenging to operationalize.
• Existing research often examines EF components in isolation.
• A comprehensive examination of EF components across multiple psychological domains and age ranges is lacking.

Purpose of the Study:

• To comprehensively examine executive function (EF) components simultaneously in a large, diverse sample of late elementary school-age children.
• To test various structural models of EF, including unitary, methodological, and bifactor models.
• To determine the best model representing the relationships between EF components.

Main Methods:

• Assessed EF using 27 measures in a demographically diverse sample of 846 children, many with reading difficulties.
• Employed model-comparison factor analytic techniques to test structural models of EF.
• Utilized both common factor and bifactor structures for analysis.

Main Results:

• Initial analyses revealed significant overlap among latent EF variables.
• The final bifactor model demonstrated a common EF factor alongside five specific EF factors: working memory (span/manipulation and updating), generative fluency, self-regulated learning, and metacognition.

Conclusions:

• Executive function (EF) exhibits both commonalities and distinct components, supporting a bifactor structure.
• Findings inform prevailing EF models and suggest applications for structure, prediction, and mechanism identification.
• This research provides a more nuanced understanding of EF in school-aged children.