Linking Shyness With Social and School Adjustment in Early Childhood: The Moderating Role of Inhibitory Control

2020 ◽  
pp. 57-72
Author(s):  
Stefania Sette ◽  
Will E. Hipson ◽  
Federica Zava ◽  
Emma Baumgartner ◽  
Robert J. Coplan
Keyword(s):  
Early Childhood ◽  
Inhibitory Control ◽  
School Adjustment ◽  
Moderating Role

Linking Shyness With Social and School Adjustment in Early Childhood: The Moderating Role of Inhibitory Control

2018 ◽  
Vol 29 (5) ◽  
pp. 675-690 ◽  
Author(s):  
Stefania Sette ◽  
Will E. Hipson ◽  
Federica Zava ◽  
Emma Baumgartner ◽  
Robert J. Coplan
Keyword(s):  
Early Childhood ◽  
Inhibitory Control ◽  
School Adjustment ◽  
Moderating Role

scholarly journals Temperamental exuberance and executive function predict propensity for risk taking in childhood

2012 ◽  
Vol 24 (3) ◽  
pp. 847-856 ◽  
Author(s):  
Ayelet Lahat ◽  
Kathryn A. Degnan ◽  
Lauren K. White ◽  
Jennifer Martin McDermott ◽  
Heather A. Henderson ◽  
...  
Keyword(s):  
Executive Function ◽  
Inhibitory Control ◽  
Risk Taking ◽  
Sensation Seeking ◽  
Developmental Trajectories ◽  
Antisocial Behaviors ◽  
Negative Consequences ◽  
Attention Shifting ◽  
Moderating Role

AbstractThe present study utilized a multilevel approach to examine developmental trajectories in risk-taking propensity. We examined the moderating role of specific executive function components, attention shifting and inhibitory control, on the link between exuberant temperament in infancy and propensity for risk taking in childhood. Risk taking was assessed using a task previously associated with sensation seeking and antisocial behaviors. Two hundred ninety-one infants were brought into the lab and behaviors reflecting exuberance were observed at 4, 9, 24, and 36 months of age. Executive function was assessed at 48 months of age. Risk-taking propensity was measured when children were 60 months of age. The results indicated that exuberance and attention shifting, but not inhibitory control, significantly interacted to predict propensity for risk taking. Exuberance was positively associated with risk-taking propensity among children who were relatively low in attention shifting but unrelated for children high in attention shifting. These findings illustrated the multifinality of developmental outcomes for temperamentally exuberant young children and pointed to the distinct regulatory influences of different executive functions for children of differing temperaments. Attention shifting likely affords a child the ability to consider both positive and negative consequences and moderates the relation between early exuberance and risk-taking propensity.

Maternal Life Stress and Subsequent Chinese Toddlers’ Social Adjustment: The Moderating Role of Inhibitory Control

2017 ◽  
Vol 27 (2) ◽  
pp. 412-420 ◽  
Author(s):  
Siman Liu ◽  
Nan Zhou ◽  
Zhengyan Wang ◽  
Xi Liang ◽  
Jiahui Shi
Keyword(s):  
Inhibitory Control ◽  
Social Adjustment ◽  
Life Stress ◽  
Moderating Role

scholarly journals Rethinking executive function development

2019 ◽  
Author(s):  
Sabine Doebel
Keyword(s):  
Working Memory ◽  
Early Childhood ◽  
Executive Function ◽  
Inhibitory Control ◽  
Mental Content ◽  
Memory Updating ◽  
Component Processes ◽  
Working Memory Updating ◽  
General Component

Research on executive function in early childhood has flourished in recent years. Much of this work is premised on a view of executive function development as the emergence of a set of domain general component processes (e.g., working memory updating, inhibitory control, and shifting). This view has shaped how we think about relations between executive function and other aspects of development, the role of the environment in executive function development, and how best to improve executive function in children who struggle with it. However, there are conceptual and empirical reasons to doubt that executive function should be defined in this way. I argue executive function development is better understood as the emergence of skills in using control in the service of specific goals. Such goals activate and are influenced by mental content like knowledge, beliefs, norms, values, and preferences that are acquired with development and are important to consider in understanding children’s executive function performance. This account better explains empirical findings than the components view; leads to specific, testable hypotheses; and has implications for theory, measurement, and interventions.

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