Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

01-06-2007 | Original Paper

Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study

Auteurs: Silvia Ciairano, Laura Visu-Petra, Michele Settanni

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 3/2007

Abstract

Several links between aspects of executive functioning and the development of social competence have been established. The present study investigates the relation between executive inhibitory control and cooperative/non-cooperative behavior, in an ecological setting, and from a longitudinal perspective. Elementary school children (n=195) of three age groups (7, 9, 11 years, initially) were measured at two consecutive time points, at a one-year interval, with tasks tapping executive inhibitory control (the Stroop test), and social competence (a collaborative puzzle solving task). Executive inhibition was identified as the most influential stable predictor only in the case of non-cooperative behavior and presented strong concurrent relations with both cooperative and non-cooperative behavior at follow-up, even when controlling for previous level of the same behavior. The findings imply the need to consider the important role of executive inhibitory processes in multifactorial models of social competence development and in the refinement of present interventions.

vorige artikel Homotypic Versus Heterotypic Continuity of Anxiety Symptoms in Young Adolescents: Evidence for Distinctions Between DSM-IV Subtypes

volgende artikel Multiple Determinants of Externalizing Behavior in 5-Year-Olds: A Longitudinal Model

Anderson, V., Anderson, P., Northam, E., Jacobs, R., & Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology, 20, 385–406.PubMedCrossRef

Balaraman, G. R. (2003, April). Children's self-regulation and peer interaction at 36 and 54 months: Concurrent and longitudinal relations. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, Florida.

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65–94.PubMedCrossRef

Bates, J. E., Bayles, K., Bennet, D. S., Ridge, B., & Brown, M. M. (1991). Origins of externalizing behavior problems at eight years of age. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 93–120). Hillsdale, NJ: Erlbaum.

Benga, O., & Petra, L. (2005). Social cognition and executive functioning: A constructivist developmental approach. Cognition, Brain, Behavior, 9(2), 301–317.

Berlin, L., & Bohlin, G. (2002). Response inhibition, hyperactivity and conduct problems among preschool children. Journal of Clinical Child Psychology, 31, 242–251.CrossRef

Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57, 111–127.PubMedCrossRef

Bonino, S., & Cattelino, E. (1999). The relationships between cognitive abilities and social abilities in childhood: A research on flexibility in thinking and co-operation with peers. International Journal of Behavioral Development, 23(1), 19–36.CrossRef

Bonino, S., & Ciairano, S. (1997). Effetto Stroop e capacità di inibire l’automatismo: una ricerca in campo evolutivo [The Stroop Effect and the capacity to overcome automatic behavior: A research in the developmental field]. Giornale Italiano di Psicologia, 3, 587–603.

Brophy, M., Hughes, C., & Taylor, E. (2002). To Go or Not To Go: Inhibitory control in hard to manage children. Infant and Child Development, 11, 125–140.CrossRef

Brown, R. T., & Conrad, K. (1981, August). Remediation efforts for hyperactivity: Training in attention or inhibitory control. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Brown, W. S., Thrasher, E. D., & Paul, L. K. (2001). Interhemispheric Stroop effects in partial and complete agenesis of the corpus callosum. Journal of the International Neuropsychological Society, 7, 302–311.PubMedCrossRef

Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's. theory of mind Child Development, 72, 1032–1053.PubMedCrossRef

Carlson, S. M., Moses, L. J., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development, 11, 73–92.CrossRef

Charman, T., Carroll, F., & Sturge, C. (2001). Theory of mind, executive function and social competence in boys with ADHD. Emotional and Behavioural Difficulties, 6, 27–45.CrossRef

Ciairano, S., Bonino, S., & Miceli, R. (2006). Flexibility in thinking and social competence from childhood to early adolescence. Cognition, Brain, Behavior, 10(3), 343–366.

Comalli, P. E., Jr., Wapner, S., & Werner, H. (1962). Interference effects of Stroop colour-word test in childhood, adulthood, and ageing. Journal of Genetic Psychology, 100, 47–53.PubMed

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74–101.CrossRef

Deák, G. O., & Narasimham, G. (2003). Is perseveration caused by inhibition failure? Evidence from preschool children's inferences about word meanings. Journal of Experimental Child Psychology, 86, 194–222.PubMedCrossRef

Decety, J., Jackson, P. L., Sommerville, J. A., Chaminade, T., & Meltzoff, A. N. (2004). The neural bases of cooperation and competition: An fMRI investigation. NeuroImage, 23, 744–751.PubMedCrossRef

Dowsett, S., & Livesey, D. J. (2000). The development of inhibitory control in pre-school children: Effects of ‘executive skills” training. Developmental Psychobiology, 36(2), 161–174.PubMedCrossRef

Doyle, A. E., Biederman, J., Seidman, L. J., Weber, W., & Faraone, S. V. (2000). Diagnostic efficiency of neuropsychological test scores for discriminating boys with and without attention deficit-hyperactivity disorder. Journal of Consulting and Clinical Psychology, 68, 477–488.PubMedCrossRef

Gallagher, H. L., & Frith, C. D. (2003). Functional imaging of ‘theory of mind.’ Trends in Cognitive Sciences, 7, 77–83.PubMedCrossRef

Green, V. A., & Rechis, R. (2006). Children's cooperative and competitive interactions in limited resource situations: A literature review. Applied Developmental Psychology, 27, 42–59.CrossRef

Greenberg, M. T., & Kusché, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS project. Seattle: University of Washington Press.

Greenberg, M. T., Kusché, C. A., Riggs, N. (2004). The PATHS curriculum: Theory and research on neuro-cognitive development and school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 170–188). New York: Teachers College Press.

Grodzinsky, G. M., & Barkley, R. A. (1999). Predictive power of frontal lobe tests in the diagnosis of attention deficit hyperactivity disorder. The Clinical Neuropsychologist, 13, 12–21.PubMed

Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84– 108.PubMedCrossRef

Hightower, A. D., Work, W. C., Cowen, E. L., Lotyczewski, B. S., Spinell, A. P., Guare, J. C., & Rohrbeck, C. A. (1986). The teacher-child rating scale: A brief objective measure of elementary children's school problem behaviors and competencies. School Psychology Review, 15, 393–409.

Hongwanishkul, D., Happaney, K. R., Lee, W., & Zelazo, P. D. (2005). Hot and cool executive function: Age-related changes and individual differences. Developmental Neuropsychology, 28, 617–644.PubMedCrossRef

Hughes, C., White, A., Sharpen, J., & Dunn, J. (2000). Antisocial, angry and unsympathetic: ‘Hard to manage’ preschoolers’ peer problems, and possible cognitive influences. Journal of Child Psychology & Psychiatry, 41, 169–179.CrossRef

Hughes, C. (2002). Executive functions and development: Emerging themes. Infant and Child Development, 11, 201–210.CrossRef

Hughes, C., & Graham, A. (2002). Measuring executive functions in childhood: Problems and solutions? Child and Adolescent Mental Health, 3, 131–142.CrossRef

Hughes, C., Cutting, A., & Dunn, J. (2001). Acting nasty in the face of failure: Longitudinal observations of ‘hard to manage’ children playing a rigged competitive game with friend. Journal of Abnormal Child Psychology, 29, 403–416PubMedCrossRef

LaFreniere, P. J. (1996). Cooperation among peers as a conditional strategy: The influence of family ecology and kin relations. International Journal of Behavioral Development, 19(1), 39–52.CrossRef

Leslie, A. M., & Polizzi, P. (1998). Inhibitory processing in the false belief task: Two conjectures. Developmental Science, 1, 247–253.CrossRef

Lochman, J. E. (2001). Issues in prevention with school-aged children: Ongoing intervention refinement, developmental theory, prediction and moderation, and implementation and dissemination. Prevention & Treatment, 4. Retrieved September 18, 2005, from http://www.journals.apa.org/prevention/volume4/ pre0040004c.html

Luciana, M., & Nelson, C. A. (1998). The functional emergence of prefrontally-guided working memory systems in four-to- eight year-old children. Neuropsychologia, 36(3), 273–293.PubMedCrossRef

MacLeod, C. M. (1991). Half a century of research on the Stroop effect - an integrative review. Psychological Bulletin, 109(2), 163–203.PubMedCrossRef

McCabe, K., Houser, D., Ryan, L., Smith, V., & Trouard. T. (2001). A functional imaging study of cooperation in two-person reciprocal exchange. Proceedings of the National Academy of Sciences of the United States of America, 98, 11832–11835.

Newman, J. P., & Lorenz, A. R. (2003). Response modulation and emotion processing: Implications for psychopathy and other dysregulatory psychopathology. In R. J. Davidson, K. Scherer, & H. H. Goldsmith (Eds.), Handbook of Affective Sciences (pp. 904–929). New York: Oxford University Press.

Newman, J. P., & Schmitt, W. A. (1998). Passive avoidance in psychopathic offenders: A replication and extension. Journal of Abnormal Psychology, 107, 527–532.PubMedCrossRef

Newman, J. P., & Wallace, J. F. (1993). Diverse pathways to deficient self-regulation: Implications for disinhibitory psychopathology in children. Clinical Psychology Review, 13, 690–720.CrossRef

Nigg, J. T. (2000). On inhibition/desinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126(2), 220–246.PubMedCrossRef

Nigg, J. T., Quamma, J. P, Greenberg, M. T., & Kusché, C. A. (1999). A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children. Journal of Abnormal Child Psychology, 27(1), 51–63.PubMedCrossRef

Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. In R. J. Davidson, G. E. Schwartz, & D. Shapiro (Eds.), Consciousness and self-regulation: Advances in research and theory (Vol. 4., pp. 1–18). New York: Plenum Press.

Paschall, M. J., & Fischbein, D. H. (2002). Executive cognitive functioning and aggression: A public health perspective. Aggression and Violent Behavior, 7, 215–235.CrossRef

Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357–389.PubMedCrossRef

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51–87.PubMedCrossRef

Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2003). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9, 267–276.PubMed

Riggs, N. R., Jahromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. (2006). Executive function and the promotion of social-emotional competence. Journal of Applied Developmental Psychology, 27, 300–309.CrossRef

Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111–135.CrossRef

Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, Maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102(41), 2005.

Rydell, A., Hagekull, B., & Bohlin, G. (1997). Measurement of two social competence aspects in middle childhood. Developmental Psychology, 33, 824–833.PubMedCrossRef

Schiller, P. H. (1966). Developmental study of color-word interference. Journal of Experimental Psychology, 72, 105–108.PubMedCrossRef

Séguin, J. R., & Zelazo, P. D. (2005). Executive function in early physical aggression. In R. E. Tremblay, W. W. Hartup, & J. Archer (Eds.), Developmental origins of aggression (pp. 307–329). NY: Guilford.

Séguin, J. R., Nagin, D. S., Assaad, J.-M., & Tremblay, R. E. (2004). Cognitive-neuropsychological function in chronic physical aggression and hyperactivity. Journal of Abnormal Psychology, 113(4), 603–613.PubMedCrossRef

Séguin, J. R., Phil, J. R., Harden, R. O., & Tremblay, P. W. (1995). Cognitive and neuropsychological characteristics of physically aggressive boys. Journal of Abnormal Psychology, 104, 614–624.PubMedCrossRef

Shallice, T. (1994). Multiple levels of control processes. In C. Umilta & M. Moscovitch (Eds.), Attention and performance XV (pp. 395–420). Cambridge, MA: MIT Press.

Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 12, 643–662.CrossRef

Thorell, L. B., Bohlin, G., & Rydell, A.-M. (2004). Two types of inhibitory control: Predictive relations to social unctioning. International Journal of Behavioral Development, 28(3), 193–203.CrossRef

Treisman, A., & Fearnley, S. (1969). The Stroop Test: Selective attention to colors and words. Nature, 222, 437–439.PubMedCrossRef

Welsh, J. A., Bierman, K. L. (1998). Social Competence. Gale encyclopedia of childhood and adolescence. Retrieved August, the 10th, from http://www.findarticles.com/p/articles/mi_g2602/is_0004/ai_2602000487.

Zelazo, P. D., & Müller, U. (2002). Executive functions in typical and atypical development. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 445–469). Oxford: Blackwell.

Titel: Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study
Auteurs: Silvia Ciairano
Laura Visu-Petra
Michele Settanni
Publicatiedatum: 01-06-2007
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 3/2007
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-006-9094-z

Andere artikelen Uitgave 3/2007

Social Anxiety and Peer Relations in Early Adolescence: Behavioral and Cognitive Factors

Original Paper

Behavioral Outcomes of Parent-Child Interaction Therapy and Triple P—Positive Parenting Program: A Review and Meta-Analysis

Original Paper

Being Admired or Being Liked: Classroom Social Status and Depressive Problems in Early Adolescent Girls and Boys

Open Access
Original Paper

Direct Social Support for Young High Risk Children: Relations with Behavioral and Emotional Outcomes across Time

Original Paper

Homotypic Versus Heterotypic Continuity of Anxiety Symptoms in Young Adolescents: Evidence for Distinctions Between DSM-IV Subtypes

Open Access
Original Paper

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Original Paper