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Prospective relations between kindergarteners' executive function skills and their externalizing and internalizing
Kirsten A Quistberg1, Ulrich Mueller1
1Department of Psychology, University of Victoria, Victoria, British Columbia, Canada.
The Clinical Neuropsychologist
|April 13, 2019
Summary
This study found that externalizing behaviors are linked to poor inhibitory control, and internalizing behaviors are linked to working memory issues in young children. These findings highlight the importance of executive function in child behavior development.
Area of Science:
- Developmental Psychology
- Child Psychiatry
- Cognitive Neuroscience
Background:
- Executive function difficulties are implicated in psychological disorders.
- Limited research exists on executive function and behavior patterns in young children.
- This study addresses the gap by examining reciprocal relations between executive function and internalizing/externalizing behaviors.
Purpose of the Study:
- To investigate the reciprocal relationship between internalizing behaviors and executive function (inhibition, working memory).
- To examine the reciprocal relationship between externalizing behaviors and executive function (inhibition, working memory).
- To understand these relationships in five- and six-year-old children.
Main Methods:
- Sixty-nine five- and six-year-old children participated.
- Maladaptive behaviors were assessed using the Social Skills Rating Scale (SSRS).
- Inhibition was measured via commission errors on the Preschool Continuous Performance Task (P-CPT); working memory was assessed using the Boxes task.
Main Results:
- A significant reciprocal relationship was found between externalizing behavior and inhibitory control (P-CPT commission errors).
- A significant reciprocal relationship was observed between working memory and internalizing behaviors.
- These findings indicate complex interactions between executive function and behavior patterns.
Conclusions:
- Executive function plays a crucial role in the development of internalizing and externalizing behaviors.
- Results have implications for designing early intervention programs for psychological disorders.
- Further research and consideration of limitations are necessary.