TY - JOUR
T1 - Modelling executive function across early childhood
T2 - Longitudinal invariance, development from 3.5 to 7 years and later academic performance
AU - Castellanos-Ryan, Natalie
AU - Parent, Sophie
AU - Chaput-Langlois, Sophie
AU - Rioux, Charlie
AU - Jacques, Sophie
AU - Simard, Cléa
AU - Tremblay, Richard E.
AU - Séguin, Jean R.
AU - Zelazo, Philip David
N1 - Publisher Copyright:
© 2023 Elsevier Inc.
PY - 2023/10/1
Y1 - 2023/10/1
N2 - This study examined (1) longitudinal invariance of executive function (EF) factors across early childhood, (2) EF development, and (3) its association with later cognitive functions and academic performance. We measured cognitive flexibility, working memory, inhibitory control, and complex EF in 465 children (72% white) at 3.5, 5, 6, and 7 years. Confirmatory factor analyses supported a one-factor EF model at each age. Across time, factor loadings were invariant, and intercepts were invariant for measures of cognitive flexibility only. In latent growth analyses, EF increased more rapidly between 3.5 and 6 than 6–7 years. EF at 3.5 years and its growth (slope from 3.5 to 7 years) predicted later executive and non-executive function in hypothesized ways, indicating that the factor captured EF rather than other general cognitive abilities. Moreover, EF at 3.5 years and its growth predicted academic performance at 9 and 17 years, suggesting that interventions to improve EF could have the potential to improve academic performance across elementary and secondary education. Data Availability Statement: The data that support the findings of this study are available from the corresponding author, NCR, upon reasonable request, but are subject to institutional, federal and provincial privacy regulations.
AB - This study examined (1) longitudinal invariance of executive function (EF) factors across early childhood, (2) EF development, and (3) its association with later cognitive functions and academic performance. We measured cognitive flexibility, working memory, inhibitory control, and complex EF in 465 children (72% white) at 3.5, 5, 6, and 7 years. Confirmatory factor analyses supported a one-factor EF model at each age. Across time, factor loadings were invariant, and intercepts were invariant for measures of cognitive flexibility only. In latent growth analyses, EF increased more rapidly between 3.5 and 6 than 6–7 years. EF at 3.5 years and its growth (slope from 3.5 to 7 years) predicted later executive and non-executive function in hypothesized ways, indicating that the factor captured EF rather than other general cognitive abilities. Moreover, EF at 3.5 years and its growth predicted academic performance at 9 and 17 years, suggesting that interventions to improve EF could have the potential to improve academic performance across elementary and secondary education. Data Availability Statement: The data that support the findings of this study are available from the corresponding author, NCR, upon reasonable request, but are subject to institutional, federal and provincial privacy regulations.
KW - Academic performance
KW - Development
KW - Executive function
KW - Factor structure
KW - Longitudinal invariance
UR - http://www.scopus.com/inward/record.url?scp=85168836159&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85168836159&partnerID=8YFLogxK
U2 - 10.1016/j.cogdev.2023.101365
DO - 10.1016/j.cogdev.2023.101365
M3 - Article
AN - SCOPUS:85168836159
SN - 0885-2014
VL - 68
JO - Cognitive Development
JF - Cognitive Development
M1 - 101365
ER -