Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: I. Latent Structure

Autor/inn/en	Wiebe, Sandra A.; Espy, Kimberly Andrews; Charak, David
Titel	Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: I. Latent Structure
Quelle	In: Developmental Psychology, 44 (2008) 2, S.575-587 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Socioeconomic Status; Preschool Children; Factor Analysis; Memory; Cognitive Ability; Cognitive Processes; Measures (Individuals); Task Analysis; Goodness of Fit; Gender Differences + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Faktorenanalyse; Gedächtnis; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Messdaten; Aufgabenanalyse; Geschlechterkonflikt
Abstract	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 composed 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 2.3 and 6 years of age completed a battery of age-appropriate executive control tasks. Confirmatory factor analysis was used to compare multiple models of executive control empirically. A single-factor, general model was sufficient to account for the data. Furthermore, the fit of the unitary model was invariant across subgroups of children divided by socioeconomic status or sex. Girls displayed a higher level of latent executive control than boys, and children of higher and lower socioeconomic status did not differ in level. In typically developing preschool children, tasks conceptualized as indexes of working memory and inhibitory control in fact measured a single cognitive ability, despite surface differences between task characteristics. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10