Exploring the Relationship Between Executive Functioning and Fantasy Orientation Using Structural Equation Modeling

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Cognitive Processes

Abstract

Fantasy orientation (FO) encompasses a variety of thoughts and behaviors in children, including the presence of imaginary friends, impersonation of imaginary characters, fantastical pretense behaviors, interest in fantastical toys, games, and belief in fantastical entities (Pierucci, et al. 2014). Research suggests that high FO is related to advantages in executive functions (EFs) in childhood (Gilpin et al., 2015; Pierucci, et al., 2013; Thibodeau et al., 2016; White & Carlson, 2016). In general, EFs include both cognitive and behavioral control (Thibodeau-Nielson & Gilpin 2020). High FO is positively related to cognitive EFs, such as attention shift (Thibodeau-Nielson, Gilpin, Nancarrow, Pierucci, & Brown 2020), inhibition (Thibodeau, Gilpin, Brown, & Meyer, 2016), and working memory (Thibodeau-Nielson, Gilpin, Nancarrow, Pierucci, & Brown 2020; Thibodeau, Gilpin, Brown, & Meyer, 2016). Additionally, high FO is related to behavioral EFs, such as delaying gratification (Pierucci, et al. 2014) and emotion regulation (Thibodeau-Nielson & Gilpin 2020). Pierucci, et al. (2014) investigated the link between FO sub-constructs and EF development, however research has not yet focused on teasing apart these constructs at the latent level. Latent variable models account for measurement error better than observed variable models, therefore examining these constructs using this approach can improve accuracy in the analyses (Kline, 2016). Preschoolers, ages 3-5 years (N = 380) completed direct EF assessments measuring inhibition, attention shift, and working memory. Teachers reported on children’s FO and emotion regulation. We hypothesize that latent analyses will replicate existing sub-constructs and relationships to EF that are seen in the literature. Structural equation model analyses are forthcoming, and will have important implications in understanding what specific pretense thoughts and behaviors uniquely impact EF development in early childhood.
Open Science Link: https://osf.io/mt3x9/

Authors

• Rebecca H. Bauer, Hampden-Sydney College
  Presenting Author

• Ansley Gilpin, University of Alabama, Tuscaloosa
  Non-Presenting Author

• Rachel Thibodeau-Nielsen, University of Missouri - Columbia
  Non-Presenting Author

• Alexandra Nancarrow, Institute for Employment Studies
  Non-Presenting Author

• Lindsey Held, University of Alabama, Tuscaloosa
  Non-Presenting Author

• Talya Whyte, The University of Alabama
  Non-Presenting Author