Poster #6 - A longitudinal study of preschool executive functioning and vocabulary, and academic competence in elementary school

• In Event: Poster Session 07

Abstract

Introduction: Executive functioning (EF) is associated with important emotional, social and academic outcomes, including academic competence in elementary school. There is general agreement that EFs initially consist of the two main components of inhibitory control (IC) and working memory (WM) that are to an extent separable but have the common purpose of attention and control over behavior to meet a goal (Diamond, 2013; Friedman & Miyake, 2017). Previous research indicates that EFs are linked to development of theory of mind, pretend play, emotion regulation, moral conduct, and school readiness (Blair & Razza, 2007; Carlson & White, 2013), and child psychopathology and social and academic adjustment (Casey, Tottenham, & Fossella, 2002; Hughes & Ensor, 2011). Employing a family study design, the current research investigated preschool EF and vocabulary, maternal depression and anxiety, and elementary school academic competence.

Method: Families with two children between 2.5-5.5 years of age (N=196; mean age=3.88, SD=1.04) participated in preschool online surveys and a lab visit, and another online survey in elementary school. At preschool, participants’ IC and WM were assessed using Stroop and “Spin-the-Pots” tasks, respectively. Preschooler vocabulary was measured with the PPVT-IV. We used self-ratings on both the CES-D scale to assess maternal depression and the STAI to assess maternal anxiety at preschool. Academic competence was measured with the Health Behavior Questionnaire (HBQ) in elementary school as completed by the parents.

Results: IC was significantly associated with WM, vocabulary, and academic competence. However, no correlation was found between WM and academic competence. Maternal depression and anxiety symptoms were also negatively associated with academic competence. Significant correlations were also found between maternal depression and state anxiety, and vocabulary. Independent t-tests were used to test for gender differences and Cohen’s d was calculated to determine the effect sizes of the gender differences. Gender differences were found only in the Stroop task that measured IC, indicating higher IC on the Stroop task in girls.
Multilevel structural equation models (SEM; Wu & Kwok, 2012) were then used to test the interrelationships among the focal measures and adjust the underestimated standard errors due to the nested data structure (siblings clustered within families). We examined whether and to what extent preschool IC, WM, and vocabulary could longitudinally predict academic competence in elementary school; meanwhile, WM regressed on IC, while vocabulary regressed on WM. All of these measures were also controlled for child age, gender, maternal anxiety and depression in preschool. Preschool IC and vocabulary significantly predicted academic competence in elementary school (but WM did not), child age was related to preschool EF and vocabulary, and maternal depression influenced preschool vocabulary.

Conclusions: These findings indicate that preschool IC and vocabulary knowledge predict elementary school academic competence, while WM does not. Longitudinal SEM analyses strengthen these findings by accounting for age and gender, as well as maternal depression and anxiety symptoms at preschool. The overall pattern of results suggests that enhancing early IC and vocabulary could support transitions to elementary school, and that maternal mental health is an important consideration in EF development.

Author

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