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The relationship between school-age children's interoceptive awareness and executive functioning: An exploratory
Caitlin Bishop1, Ted Brown2, Mong-Lin Yu2
1Occupational Science & Therapy Program, School of Health and Social Development, Faculty of Health, Deakin University, Waterfront Campus, Geelong, VIC, Australia.
Interoceptive awareness, particularly emotional awareness, is significantly linked to executive functioning in school-aged children. This finding highlights the importance of interoception for cognitive regulation and daily occupations.
Area of Science:
- Developmental Psychology
- Neuroscience
- Occupational Therapy
Background:
- Interoceptive awareness and executive functioning are crucial for children's daily activities.
- Previous research has explored these domains independently.
Purpose of the Study:
- To investigate the relationship between interoceptive awareness and executive functioning in neurotypical school-aged children.
- To determine if interoceptive awareness predicts executive functioning components.
Main Methods:
- A sample of 30 neurotypical children (ages 8-12) participated.
- Children completed the Multidimensional Assessment of Interoceptive Awareness-youth.
- Parents completed the Behavior Rating Inventory of Executive Function-Second Edition (BRIEF®2).
Main Results:
- Emotional awareness (a facet of interoceptive awareness) significantly correlated with and predicted multiple executive functioning components.
- Key predicted components included Emotion Regulation, Cognitive Regulation, and Global Executive Composite.
- Specific subscales like Organization of Materials, Working Memory, Emotional Control, and Inhibit were also significantly predicted.
Conclusions:
- A significant and predictive relationship exists between interoceptive awareness and executive functioning in neurotypical children.
- Findings suggest interoception plays a vital role in the development of executive functions.
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