Poster #29 - Four Independent Assessments of Inhibitory Control as Predictors of Preschooler Vocabulary and Working Memory

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Cognitive Processes

Integrative Statement

Childhood inhibitory control (IC) is related to early literacy, working memory (WM) and overall achievement amongst preschoolers (Coplan, Barber & Lagace-Segun, 1999). The current study utilizes four different assessments of IC- Stroop tasks, laboratory-based and parent-rated temperament assessments, and global observer ratings - to predict child vocabulary and WM. Maternal depression was included in our study, as it has been shown to negatively predict child executive function (Gueron-Sala et al., 2018).
The sample was derived from a family study of child temperament and executive functioning (EF) and parent traits, and included 100 families with one pair of typically-developing siblings between 2.5 and 5.5 years of age (M = 3.86, SD = 1.04). Parents assessed their children’s temperament and behavior using the Toddler Behavior Assessment-Questionnaire and assessed their own depression symptoms using the Center for Epidemiological Studies Depression scale. The “Gift” Laboratory Temperament Assessment Battery episode was used to derive an objective lab-based measure of IC, as were post-visit ratings of impulsivity completed by observers. Stroop tasks provided an EF assessment of child IC. Cognitive outcomes were measured using the Peabody Picture Vocabulary Test and the Spin-the-Pots working memory task.
Bivariate correlational analyses showed that the four independent ratings of IC were significantly related, as were vocabulary and WM. High IC was associated with child vocabulary and WM across IC ratings (high observer impulsivity and Stroop scores represent low IC as indicated by the negative correlations). Child age was correlated with higher levels of IC, vocabulary and WM. Female gender status was associated with higher levels of WM, and all IC measures except Gift. Maternal depression was correlated with vocabulary and parent-rated IC (Table 1).
We conducted multilevel model hierarchical regression analyses to more rigorously test associations between IC, child vocabulary and WM, and maternal depression (Table 2). Model 1 indicated that IC variables and maternal depression accounted for a significant amount of variation in child vocabulary over and above child gender and age, ∆R2 = .14, ∆F(5, 165) = 5.56, p < .001. Parent-rated IC significantly predicted greater preschool vocabulary, b = 4.01, SE = 1.05, t(165) = 3.50, p = .001, and maternal depression negatively predicted preschool vocabulary, b = -2.11, SE = 1.05, t(165) = -2.02, p = .04. The interaction between maternal depression and parent-ratings of IC was not significant. Model 2 used WM as an outcome, finding that high IC as assessed by parent-ratings, b = .43, SE = .15, t(165) = 2.89, p = .004 and low Stroop IC, b = -.61, SE = .19, t(165) = -3.18, p = .002, predicted greater preschool WM.
In sum, four different assessments of preschool IC were correlated with our cognitive variables of working memory and vocabulary. However, Stroop and parent-ratings of IC were especially important in predicting child cognitive outcomes in our regression models. Maternal depression also predicted child vocabulary level. Our multi-method assessment strategy provides a comprehensive theoretical approach reflecting both temperament and IC perspectives, showing a consistent pattern of associations with preschool vocabulary and WM.

Authors

• Ogechi Katherina Nwadinobi, Texas A&M University
  Presenting Author

• Jeffrey R. Gagne, Texas A&M University
  Non-Presenting Author