Unity or Diversity in Executive Functions: Examining the Three-Factor Model in Young Children

Area of Science:

• Developmental Psychology
• Neuropsychology
• Cognitive Science

Background:

• Executive functions (EFs) are vital for cognitive development and academic achievement.
• Existing research on the structure of EFs presents mixed findings.
• Understanding EFs structure across different age groups is crucial.

Purpose of the Study:

• To evaluate and compare the latent factor structure of EFs in preschool-aged (5-7 years) and school-aged (7-9 years) children.
• To identify the EFs structure across these two age groups.
• To investigate the differentiation of EFs components during early development.

Main Methods:

• A sample of 500 children aged 5-9 years, divided into four age groups.
• Assessment using the NEPSY-II neuropsychological battery.
• Administration of the Dimensional Change Card Sort task.

Main Results:

• A three-factor model (inhibitory control, working memory, cognitive flexibility) best fit the data across all age groups.
• This suggests EFs components differentiate as early as age 5.
• Correlations between EFs components weakened by second grade, indicating developmental stabilization.

Conclusions:

• The findings support an earlier differentiation of EFs than previously suggested.
• The results align with the unity and diversity model of EFs.
• Longitudinal research is recommended to further clarify EFs development trajectories.