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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

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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.

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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.