Abstract
The present study investigated the development of executive functions (EFs) and their associations with performance and behavior
at school in 8–12-year-old children. The EFs were measured by computer-based n-back, Continuous Performance and Go/Nogo tasks.
School performance was evaluated by Teacher Report Form (TRF) and behavior by TRF and Child Behavior Checklist. The studied
dimensions of EF were cognitive efficiency/speed, working memory/attention and inhibitory control. Strong age effects were
found for these cognitive abilities (p values <0.01). Inhibitory control was associated with better adaptive functioning (learning, working hard and behaving well),
academic performance and less psychiatric symptoms (p values <0.05), specially in 8–9-year-old children. In this youngest age group low inhibitory control was also associated
with teacher-reported inattention (p = 0.042). Low inhibitory control was associated with teacher- and parent-reported internalizing symptoms (p < 0.01). These results suggest that maturational factors may underlie low adaptive functioning and psychiatric symptoms during
early school years. Further studies are needed to evaluate the association between inhibition and emotional symptoms.
at school in 8–12-year-old children. The EFs were measured by computer-based n-back, Continuous Performance and Go/Nogo tasks.
School performance was evaluated by Teacher Report Form (TRF) and behavior by TRF and Child Behavior Checklist. The studied
dimensions of EF were cognitive efficiency/speed, working memory/attention and inhibitory control. Strong age effects were
found for these cognitive abilities (p values <0.01). Inhibitory control was associated with better adaptive functioning (learning, working hard and behaving well),
academic performance and less psychiatric symptoms (p values <0.05), specially in 8–9-year-old children. In this youngest age group low inhibitory control was also associated
with teacher-reported inattention (p = 0.042). Low inhibitory control was associated with teacher- and parent-reported internalizing symptoms (p < 0.01). These results suggest that maturational factors may underlie low adaptive functioning and psychiatric symptoms during
early school years. Further studies are needed to evaluate the association between inhibition and emotional symptoms.
- Content Type Journal Article
- Category Original Article
- Pages 1-18
- DOI 10.1007/s10578-012-0313-2
- Authors
- Virve Vuontela, Neuroscience Unit, Institute of Biomedicine/Physiology, University of Helsinki, Helsinki, Finland
- Synnöve Carlson, Neuroscience Unit, Institute of Biomedicine/Physiology, University of Helsinki, Helsinki, Finland
- Anna-Maria Troberg, Neuroscience Unit, Institute of Biomedicine/Physiology, University of Helsinki, Helsinki, Finland
- Tuija Fontell, Department of Child Psychiatry, Children’s Hospital, Helsinki University Central Hospital and University of Helsinki, Lastenlinnantie 2, 00250 Helsinki, Finland
- Petteri Simola, Department of Child Psychiatry, Children’s Hospital, Helsinki University Central Hospital and University of Helsinki, Lastenlinnantie 2, 00250 Helsinki, Finland
- Suvi Saarinen, Department of Child Psychiatry, Children’s Hospital, Helsinki University Central Hospital and University of Helsinki, Lastenlinnantie 2, 00250 Helsinki, Finland
- Eeva T. Aronen, Department of Child Psychiatry, Children’s Hospital, Helsinki University Central Hospital and University of Helsinki, Lastenlinnantie 2, 00250 Helsinki, Finland
- Journal Child Psychiatry & Human Development
- Online ISSN 1573-3327
- Print ISSN 0009-398X