Executive function skills of 6-8year olds: Brain and behavioral evidence and implications for school achievement

Victoria J. Molfese, Peter J. Molfese, Dennis L. Molfese, Kathleen Moritz Rudasill, Natalie Armstrong, Gillian Starkey

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

Academic and social success in school has been linked to children's self-regulation. This study investigated the assessment of the executive function (EF) component of self-regulation using a low-cost, easily administered measure to determine whether scores obtained from the behavioral task would agree with those obtained using a laboratory-based neuropsychological measure of EF skills. The sample included 74 children (37 females;M=86.2. months) who participated in two assessments of working memory and inhibitory control: Knock-Tap (NEPSY: Korkman, Kirk, & Kemp, 1998), and participated in event-related potential (ERP) testing that included the directional stroop test (. DST, Davidson, Cruess, Diamond, O'Craven, and Savoy (1999)). Three main findings emerged. First, children grouped as high vs. low performing on the NEPSY Knock-Tap Task were found to perform differently on the more difficult conditions of the DST (the Incongruent and Mixed Conditions), suggesting that the Knock-Tap Task as a low-cost and easy to administer assessment of EF skills may be one way for teachers to identify students with poor inhibitory control skills. Second, children's performance on the DST was strongly related to their ERP responses, adding to evidence that differences in behavioral performance on the DST as a measure of EF skills reflect corresponding differences in brain processing. Finally, differences in brain processing on the DST task also were found when the children were grouped based on Knock-Tap performance. Simple screening procedures can enable teachers to identify children whose distractibility, inattentiveness, or poor attention spans may interfere with classroom learning.

Original languageEnglish (US)
Pages (from-to)116-125
Number of pages10
JournalContemporary Educational Psychology
Volume35
Issue number2
DOIs
StatePublished - Apr 1 2010

Fingerprint

Executive Function
brain
Brain
school
evidence
self-regulation
Evoked Potentials
Stroop Test
performance
Costs and Cost Analysis
Diamond
event
teacher
costs
Short-Term Memory
Learning
Students
classroom
learning
student

Keywords

  • Directional stroop test
  • Event-related potential
  • Executive function skills
  • Inhibitory control

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Executive function skills of 6-8year olds : Brain and behavioral evidence and implications for school achievement. / Molfese, Victoria J.; Molfese, Peter J.; Molfese, Dennis L.; Rudasill, Kathleen Moritz; Armstrong, Natalie; Starkey, Gillian.

In: Contemporary Educational Psychology, Vol. 35, No. 2, 01.04.2010, p. 116-125.

Research output: Contribution to journalArticle

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