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Bidirectional associations between executive function and social behavior across childhood: A registered report using
Blake Glatley1, Andrew D Ribner2, Sammy F Ahmed3
1Combined Program in Education and Psychology, University of Michigan.
Developmental Psychology
|July 23, 2026
Summary
Executive functions (EF) like working memory and cognitive flexibility link to better prosocial behavior in children. However, bidirectional links between EF and social behaviors were not found in this large-scale study.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Child Psychology
Background:
- Executive functions (EF) are crucial for goal-directed behavior.
- Links between children's EF and social skills are established, but specific behaviors like prosociality and social aggression require further investigation.
- The co-development of EF and social behavior in childhood is not well understood.
Purpose of the Study:
- To examine bidirectional associations between working memory and cognitive flexibility (two key EF skills) and children's prosocial behavior and social aggression.
- To investigate these relationships from third to fifth grade (8-11 years old) using a large longitudinal dataset.
- To test hypotheses derived from Sameroff's transactional model of human development.
Main Methods:
- Utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N = 18,174).
- Analyzed between-person and within-person associations between EF skills (working memory, cognitive flexibility) and social behaviors (prosociality, social aggression).
- Employed longitudinal analysis to assess developmental trajectories and bidirectional influences.
Main Results:
- At the between-person level, EF skills were positively associated with prosocial behavior.
- Working memory was negatively associated with social aggression.
- No significant bidirectional associations were found at the within-person level, though some concurrent correlations and limited cross-lagged associations were observed.
Conclusions:
- EF skills are linked to positive social behaviors and reduced aggression in children.
- The transactional, bidirectional model of development between EF and social behavior was not strongly supported at the within-person level in this age range.
- Findings contribute to understanding the complex interplay of cognitive and social development in middle childhood.
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