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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

159
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
159

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Related Experiment Video

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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Development and validation of the NIH Baby Toolbox® Executive Function and Memory measures.

Rachel M Flynn1, Y Catherine Han2, Aaron J Kaat2

  • 1Department of Child and Adolescent Development, San Francisco State University, San Francisco, CA, USA.

Infant Behavior & Development
|August 7, 2025
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Summary

New iPad-based Executive Function and Memory (EF-Mem) measures were developed for young children. These tools offer reliable and valid developmental assessment, improving upon existing methods for infants and toddlers.

Keywords:
AssessmentExecutive functionImmediate learningMemoryNIH Baby Toolbox

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Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience
  • Pediatric Assessment

Background:

  • Existing Executive Function and Memory (EF-Mem) assessments for infants and toddlers have limitations in scope, administration, and technology use.
  • There is a need for modern, efficient, and valid tools to assess early cognitive development in young children.

Purpose of the Study:

  • To develop and validate novel iPad-based EF-Mem measures for children aged 1-42 months.
  • To adapt existing gaze-based and touch-based measures for tablet administration within the NIH Baby Toolbox®.
  • To evaluate the reliability and validity of these new measures in a diverse, nationally representative sample.

Main Methods:

  • Development and adaptation of gaze-based (Familiarization) and touch-based (Mullen Visual Reception, Visual Delayed Response, Delayed Memory Task) EF-Mem measures for iPad.
  • Administration of the measures to a large, nationally representative sample of 2448 children (aged 1-42 months) in English and Spanish.
  • Validation using correlational analyses with age, the Ages and Stages Questionnaire 3rd edition (ASQ-3), the Bayley Scales for Infant Development 4th Edition (Bayley-4), and test-retest reliability assessments.

Main Results:

  • Measure-level scores demonstrated expected correlations with child age for both gaze and touch measures.
  • EF-Mem scores showed convergent validity with the Bayley-4 and meaningful variation based on ASQ-3 classifications.
  • Moderate test-retest reliability was found for all measures, with empirical reliability for touch scores also being moderate.

Conclusions:

  • The iPad-based Baby Toolbox EF-Mem measures are a valuable advancement for developmental assessment in infants and young children.
  • Automatic coding, ease of administration, and demonstrated reliability and validity make these tools practical for clinical and research settings.
  • These novel measures address the limitations of existing EF-Mem assessments by leveraging modern technology for efficient and accurate evaluation.