The Differential Association Between Stress and Working Memory and Cognitive Flexibility Performance in Kindergarten Children

• In Event: Cognition and Motivation During Childhood

Abstract

Exposure to high levels of stress in childhood is negatively associated with working memory and cognitive flexibility. These two components of executive function are of interest because of their importance for future academic success. This study examines how experiencing stress is differentially associated with working memory and cognitive flexibility. Using data from the Early Childhood Longitudinal Survey, Kindergarten Class of 2011, two models were analyzed to examine how various types of stressors are related to working memory performance and cognitive flexibility among Kindergarteners. This paper utilizes multivariate linear regression to analyze the associations between stressors and working memory and cognitive function. Results show that exposure to stress appears to be more strongly associated with working memory than cognitive flexibility performance.

Authors

• Jodi Miller, Johns Hopkins University

• Lieny Jeon, Johns Hopkins University