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Age-Related Differences In Reaction Time Task Performance In Young Children, Sergey Kiselev, Kimberly A. Espy, Tiffany Sheffield
Age-Related Differences In Reaction Time Task Performance In Young Children, Sergey Kiselev, Kimberly A. Espy, Tiffany Sheffield
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Performance of reaction time (RT) tasks was investigated in young children and adults to test the hypothesis that age-related differences in processing speed supersede a “global” mechanism and are a function of specific differences in task demands and processing requirements. The sample consisted of 54 4-year-olds, 53 5-year-olds, 59 6-year-olds, and 35 adults from Russia. Using the regression approach pioneered by Brinley and the transformation method proposed by Madden and colleagues and Ridderinkhoff and van der Molen, age-related differences in processing speed differed among RT tasks with varying demands. In particular, RTs differed between children and adults on tasks that …
Viewing Preschool Disruptive Behavior Disorders And Attention-Deficit/Hyperactivity Disorder Through A Developmental Lens: What We Know And What We Need To Know, Anil Chacko, Lauren Wakschlag, Carri Hill, Barbara Danis, Kimberly A. Espy
Viewing Preschool Disruptive Behavior Disorders And Attention-Deficit/Hyperactivity Disorder Through A Developmental Lens: What We Know And What We Need To Know, Anil Chacko, Lauren Wakschlag, Carri Hill, Barbara Danis, Kimberly A. Espy
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Although DSM-defined DBDs and ADHD manifest during early childhood in meaning¬ful ways, the emphasis of extending the DBD and ADHD nosology, which is based on studies of older youth, to younger children potentially limits the utility of these symptoms. Given that it is clear that DBDs and ADHD often emerge during early childhood and that early intervention is most efficacious, developing a more refined understanding of the clinical phenomenology of behavior disorders in early childhood is a critical next step. We contend that an approach that emphasizes the developmental specification of symptoms has the potential to address several long-standing issues …
Using Confirmatory Factor Analysis To Understand Executive Control In Preschool Children: I. Latent Structure, Sandra A. Wiebe, Kimberly A. Espy, David Charak
Using Confirmatory Factor Analysis To Understand Executive Control In Preschool Children: I. Latent Structure, Sandra A. Wiebe, Kimberly A. Espy, David Charak
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
*This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. http://content.apa.org/journals/0012-1649 Although many tasks have been developed recently to study executive control in the preschool years, the constructs that underlie performance on these tasks are poorly understood. In particular, it is unclear whether executive control is comprised of multiple, separable cognitive abilities (e.g., inhibition and working memory) or whether it is unitary in nature. A sample of 243 normally developing children between 2.25 and 6 years of age completed a battery of ageappropriate executive control tasks. Confirmatory factor analysis …
Using Confirmatory Factor Analysis To Understand Executive Control In Preschool Children: I. Latent Structure, S. A. Wiebe, K. A. Espy, D. Charak
Using Confirmatory Factor Analysis To Understand Executive Control In Preschool Children: I. Latent Structure, S. A. Wiebe, K. A. Espy, D. Charak
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Although many tasks have been developed recently to study executive control in the preschool years, the constructs that underlie performance on these tasks are poorly understood. In particular, it is unclear whether executive control is comprised of multiple, separable cognitive abilities (e.g., inhibition and working memory) or whether it is unitary in nature. A sample of 243 normally developing children between 2.25 and 6 years of age completed a battery of age appropriate executive control tasks. Confirmatory factor analysis (CFA) was used to compare multiple models of executive control empirically. A single-factor, general model was sufficient to account for the …
Assessment Of Executive Function In Preschool-Aged Children, Peter K. Isquith, Jennifer S. Crawford, Kimberly A. Espy, Gerard G. Gioia
Assessment Of Executive Function In Preschool-Aged Children, Peter K. Isquith, Jennifer S. Crawford, Kimberly A. Espy, Gerard G. Gioia
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Assessment of the overarching self-regulatory mechanisms, or executive functions, in any age group is challenging, in part due to the complexity of this domain, in part due to their dynamic essence, and in part due to the inextricable links between these central processes and the associated domain-specific processes, such as language, motor function, and attention, over which they preside. While much progress has been made in clinical assessment approaches for measuring executive functions in adults and to some extent in adolescents and school-aged children, the toolkit for the preschool evaluator remains sparse. The past decade, however, has seen a substantial …