Longitudinal Antecedents of Executive Function in Preschoolers

Autor/inn/en	Conway, Anne; Stifter, Cynthia A.
Titel	Longitudinal Antecedents of Executive Function in Preschoolers
Quelle	In: Child Development, 83 (2012) 3, S.1022-1036 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01756.x
Schlagwörter	Conflict; Inhibition; Longitudinal Studies; Executive Function; Preschool Children; Mothers; Parent Child Relationship; Toddlers; Personality; Correlation; Prediction; Role; Preschool Education; Child Development; Socialization + Suchen Sie Ihr Suchwort? Konflikt; Hemmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Infants; Toddler; Kleinkind; Personalität; Korrelation; Vorhersage; Rollen; Kindesentwicklung; Socialisation; Sozialisation
Abstract	Despite an extensive history underscoring the role of social processes and child contributions to the development of executive functions (C. Lewis & J. Carpendale, 2009; L. S. Vygotsky, 1987), research on these relations is sparse. To address this gap, 68 mother-child dyads were examined to determine whether maternal attention-directing behaviors (attention maintaining, attention redirection) and toddlers' temperament predicted executive processes during preschool (mean age = 4.5 years, SD = 0.46)--delay and conflict inhibition. Maternal attention maintaining was associated with high levels of conflict inhibition for inhibited and exuberant children, whereas attention redirection was associated with low levels of delay and conflict inhibition for inhibited children. Therefore, maternal attention-directing behaviors may enhance the development of executive functions but only for children with inhibited and exuberant temperaments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10