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Full-Text Articles in Medicine and Health Sciences
The Contribution Of Executive Functions To Emergent Mathematic Skills In Preschool Children, Kimberly Espy, Melanie D. Mcdiarmid, Mary F. Cwik, Melissa Meade Stalets, Arlena Hamby, Theresa E. Senn
The Contribution Of Executive Functions To Emergent Mathematic Skills In Preschool Children, Kimberly Espy, Melanie D. Mcdiarmid, Mary F. Cwik, Melissa Meade Stalets, Arlena Hamby, Theresa E. Senn
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Mathematical ability is related to both activation of the prefrontal cortex in neuroimaging studies of adults and to executive functions in school-age children. The purpose of this study was to determine whether executive functions were related to emergent mathematical proficiency in preschool children. Preschool children (N= 96) were administered an executive function battery that was reduced empirically to working memory (WM), inhibitory control (IC), and shifting abilities by calculating composite scores derived from principal component analysis. Both WM and IC predicted early arithmetic competency, with the observed relations robust after controlling statistically for child age, maternal education, and child vocabulary. …
The Development Of A Trial Making Test In Young Children: The Trails-P, Kimberly Espy, Mary F. Cwik
The Development Of A Trial Making Test In Young Children: The Trails-P, Kimberly Espy, Mary F. Cwik
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Preschool children have a more limited verbal repertoire, less proficient manual skills, and more variable attention spans relative to those of school age, with comparatively few neuropsychological tasks available for use in this age range. A prototypic neuropsychological test, the Trail Making Test, was adapted for use with young children, the TRAILS-P, using a developmentally salient storybook format with colorful stimuli in differing conditions with varying executive demands. The TRAILS-P was administered to 103 normally developing preschoolers between 2 and 6 years of age; 30 of these children were retested within one month to determine test reliability. Correlations among latencies …
Executive Function In Preschool Children: Examination Through Everyday Behavior, P. K. Isquith, G. Gioia, K. A. Espy
Executive Function In Preschool Children: Examination Through Everyday Behavior, P. K. Isquith, G. Gioia, K. A. Espy
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Clinical assessment of executive function in preschool-age children is challenging given limited availability of standardized tasks and preschoolers' variable ability to participate in lengthy formal evaluation procedures. Given the benefits of ecological validity of measuring behavior by rating scales, the Behavior Rating Inventory of Executive Function (Gioia, Isquith, Guy, & Kenworthy, 2000) was modified for use with children ages 2 through 5 years to assess executive functions in an everyday context. The scale development process, based on samples of 460 parents and 302 teachers, yielded a single 63-item measure with 5 related, but nonoverlapping, scales, with good internal consistency and …
Using Path Analysis To Understand Executive Function Organization In Preschool Children, T. E. Senn, K. A. Espy, P. M. Kaufmann
Using Path Analysis To Understand Executive Function Organization In Preschool Children, T. E. Senn, K. A. Espy, P. M. Kaufmann
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
There continues to be no consensus definition of executive functions. One way to understand different executive function components is to study abilities at their emergence, that is, early in development, and use advanced statistical methods to understand the interrelations among executive processes. However, to fully determine the constructs of interest, these methods often require complete data on a large battery of tasks, which are difficult to obtain with young children. Path analysis is an alternative statistical technique that requires only a single measure of each construct, yet still allows researchers to investigate complex relations among measures, to compare nested models, …
Using Developmental, Cognitive, And Neuroscience Approaches To Understand Executive Control In Young Children, K. A. Espy
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
The 7 articles in this special issue address the nature of executive control in young children. Executive control is framed in a developmental context, where the unique aspects of cognition in this age range are considered. The set of articles demonstrates the multidisciplinary approaches to study cognition in young children that includes application of cognitive, neuroscience, and developmental paradigms in typically developing youngsters, as well as those affected by clinical conditions, such as traumatic brain injury, exposure to low levels of lead in the environment, and prematurity. Although much work remains to be done, these study results are illustrative of …
A Comparison Of Performance On The Towers Of London And Hanoi In Young Children, Rebecca Bull, Kimberly A. Espy, Theresa E. Senn
A Comparison Of Performance On The Towers Of London And Hanoi In Young Children, Rebecca Bull, Kimberly A. Espy, Theresa E. Senn
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
The Towers of London (TOL) and Hanoi (TOH) have been viewed as equivalent measures of planning and/or problem solving, although recent evidence in adults suggests that the underlying measurement characteristics of these two tasks may differ. As tower tasks are one of the few instruments that can be used to assess executive functioning in young children, the cognitive demands for both tasks merit further examination. Methods: The relation among tower tasks and those of short-term memory, inhibition, and shifting ability were examined in a sample of 118 typically developing young children (M age = 4 years, 9 months, SD = …
Development Of Auditory Event-Related Potentials In Young Children And Relations To Word-Level Reading Abilities At Age 8 Years, Kimberly Espy, Dennis L. Molfese, Victoria J. Molfese, Arlene Modglin
Development Of Auditory Event-Related Potentials In Young Children And Relations To Word-Level Reading Abilities At Age 8 Years, Kimberly Espy, Dennis L. Molfese, Victoria J. Molfese, Arlene Modglin
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of …