Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Abnormal Child Psychology 1/2016

23-06-2015

Linking Executive Function and Peer Problems from Early Childhood Through Middle Adolescence

Auteurs: Christopher J. Holmes, Jungmeen Kim-Spoon, Kirby Deater-Deckard

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 1/2016

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Peer interactions and executive function play central roles in the development of healthy children, as peer problems have been indicative of lower cognitive competencies such as self-regulatory behavior and poor executive function has been indicative of problem behaviors and social dysfunction. However, few studies have focused on the relation between peer interactions and executive function and the underlying mechanisms that may create this link. Using a national sample (n = 1164, 48.6 % female) from the Study of Early Child Care and Youth Development (SECCYD), we analyzed executive function and peer problems (including victimization and rejection) across three waves within each domain (executive function or peer problems), beginning in early childhood and ending in middle adolescence. Executive function was measured as a multi-method, multi-informant composite including reports from parents on the Children’s Behavior Questionnaire and Child Behavior Checklist and child’s performance on behavioral tasks including the Continuous Performance Task, Woodcock-Johnson, Tower of Hanoi, Operation Span Task, Stroop, and Tower of London. Peer problems were measured as a multi-informant composite including self, teacher, and afterschool caregiver reports on multiple peer-relationship scales. Using a cross-lagged design, our Structural Equation Modeling findings suggested that experiencing peer problems contributed to lower executive function later in childhood and better executive function reduced the likelihood of experiencing peer problems later in childhood and middle adolescence, although these relations weakened as a child moves into adolescence. The results highlight that peer relationships are involved in the development of strengths and deficits in executive function and vice versa.
Literatuur
go back to reference Abelson, R. P. (1995). Statistics as principled argument. Hillsdale: Erlbaum. Abelson, R. P. (1995). Statistics as principled argument. Hillsdale: Erlbaum.
go back to reference Achenbach, T. M. (1991). Manual for the child behavior checklist/4-18 and profile. Burlington: University of Vermont, Department of Psychiatry. Achenbach, T. M. (1991). Manual for the child behavior checklist/4-18 and profile. Burlington: University of Vermont, Department of Psychiatry.
go back to reference Balaraman, G. R. (2003). 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. Balaraman, G. R. (2003). 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.
go back to reference Barkley, R. A. (1994). The assessment of attention in children. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 69–102). Baltimore: Brookes Publishing Company. Barkley, R. A. (1994). The assessment of attention in children. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 69–102). Baltimore: Brookes Publishing Company.
go back to reference Bateson, P. (2005). The role of play in the evolution of great apes and humans. The nature of play: Great apes and humans, 13–24. New York: Guilford Press. Bateson, P. (2005). The role of play in the evolution of great apes and humans. The nature of play: Great apes and humans, 13–24. New York: Guilford Press.
go back to reference Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw Hill. CrossRef Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw Hill. CrossRef
go back to reference Bouman, T., van der Meulen, M., Goossens, F. A., Olthof, T., Vermande, M. M., & Aleva, E. A. (2012). Peer and self-reports of victimization and bullying: their differential association with internalizing problems and social adjustment. Journal of School Psychology, 50, 759–774. doi: 10.​1016/​j.​jsp.​2012.​08.​004. PubMedCrossRef Bouman, T., van der Meulen, M., Goossens, F. A., Olthof, T., Vermande, M. M., & Aleva, E. A. (2012). Peer and self-reports of victimization and bullying: their differential association with internalizing problems and social adjustment. Journal of School Psychology, 50, 759–774. doi: 10.​1016/​j.​jsp.​2012.​08.​004. PubMedCrossRef
go back to reference Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. Bollen & S. Long (Eds.), Testing structural equation models (pp. 136–162). Beverly Hills: Sage. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. Bollen & S. Long (Eds.), Testing structural equation models (pp. 136–162). Beverly Hills: Sage.
go back to reference Burford, H. C., Foley, L. A., Rollins, P. G., & Rosario, K. S. (1996). Gender differences in preschoolers’ sharing behavior. Journal of Social Behavior and Personality, 11, 17–25. Burford, H. C., Foley, L. A., Rollins, P. G., & Rosario, K. S. (1996). Gender differences in preschoolers’ sharing behavior. Journal of Social Behavior and Personality, 11, 17–25.
go back to reference Cillessen, A.H.N., Terry, R.A., Coie, J.D., & Lochman, J.E. (1992). Accuracy of teacher-identification of children’s sociometric status positions. Paper presented at the Conference on Human Development, Atlanta, GA. Cillessen, A.H.N., Terry, R.A., Coie, J.D., & Lochman, J.E. (1992). Accuracy of teacher-identification of children’s sociometric status positions. Paper presented at the Conference on Human Development, Atlanta, GA.
go back to reference Coplan, R. J., & Arbeau, K. A. (2009). Peer interactions and play in early childhood. Handbook of peer interactions, relationships, and groups, 143–161. New York: Guilford Press. Coplan, R. J., & Arbeau, K. A. (2009). Peer interactions and play in early childhood. Handbook of peer interactions, relationships, and groups, 143–161. New York: Guilford Press.
go back to reference Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: a randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28, 67–91. doi: 10.​1007/​s10935-007-0081-0. PubMedCrossRef Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: a randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28, 67–91. doi: 10.​1007/​s10935-007-0081-0. PubMedCrossRef
go back to reference Espelage, D., & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. In R. Geffner, M. Loring, & C. Young (Eds.), Bullying behavior: Current issues, research, and interventions (pp. 123–142). Binghamton: Haworth Maltreatment and Trauma Press/The Haworth Press. Espelage, D., & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. In R. Geffner, M. Loring, & C. Young (Eds.), Bullying behavior: Current issues, research, and interventions (pp. 123–142). Binghamton: Haworth Maltreatment and Trauma Press/The Haworth Press.
go back to reference Fabes, R. A., Martin, C. L., & Hanish, L. D. (2009). Children’s behaviors and interactions with peers. In Handbook of peer interactions, relationships, and groups, 45–62. New York: Guilford Press. Fabes, R. A., Martin, C. L., & Hanish, L. D. (2009). Children’s behaviors and interactions with peers. In Handbook of peer interactions, relationships, and groups, 45–62. New York: Guilford Press.
go back to reference Hay, D. F., Castle, J., Davies, L., Demetriou, H., & Stimson, C. A. (1999). Prosocial action in very early childhood. Journal of Child Psychology and Psychiatry, 40, 905–916. PubMedCrossRef Hay, D. F., Castle, J., Davies, L., Demetriou, H., & Stimson, C. A. (1999). Prosocial action in very early childhood. Journal of Child Psychology and Psychiatry, 40, 905–916. PubMedCrossRef
go back to reference Hay, D. F., Caplan, M., & Nash, A. (2009). The beginnings of peer relations. Handbook of peer interactions, relationships, and groups, 121–142. New York: Guilford Press. Hay, D. F., Caplan, M., & Nash, A. (2009). The beginnings of peer relations. Handbook of peer interactions, relationships, and groups, 121–142. New York: Guilford Press.
go back to reference Hughes, C., & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108, 663–676. doi: 10.​1016/​j.​jecp.​2010.​06.​005. PubMedCrossRef Hughes, C., & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108, 663–676. doi: 10.​1016/​j.​jecp.​2010.​06.​005. PubMedCrossRef
go back to reference Hughes, C., Dunn, J., & White, A. (1998). Trick or treat: uneven understanding of mind and emotion and executive dysfunction in “hard‐to‐manage” preschoolers. Journal of Child Psychology and Psychiatry, 39, 981–994. doi: 10.​1111/​1469-7610.​00401. PubMedCrossRef Hughes, C., Dunn, J., & White, A. (1998). Trick or treat: uneven understanding of mind and emotion and executive dysfunction in “hard‐to‐manage” preschoolers. Journal of Child Psychology and Psychiatry, 39, 981–994. doi: 10.​1111/​1469-7610.​00401. PubMedCrossRef
go back to reference Kochel, K. P., McConnell, E. M., & Ladd, G. W. (2007). Do negative peer relationships provoke other peer adversities? Poster presented at the meeting for the Society for Research in Child Development, Boston, MA. Kochel, K. P., McConnell, E. M., & Ladd, G. W. (2007). Do negative peer relationships provoke other peer adversities? Poster presented at the meeting for the Society for Research in Child Development, Boston, MA.
go back to reference Ladd, G. W. (1983). Social networks of popular, average, and rejected children in school settings. Merrill-Palmer Quarterly, 29, 283–307. Ladd, G. W. (1983). Social networks of popular, average, and rejected children in school settings. Merrill-Palmer Quarterly, 29, 283–307.
go back to reference Ladd, G.W. (2005). Children’s peer relations and social competence: A century of progress. Yale University Press. Ladd, G.W. (2005). Children’s peer relations and social competence: A century of progress. Yale University Press.
go back to reference Ladd, G. W. (2009). Trends, travails, and turning points in early research on children’s peer relationships: Legacies and lessons for our time. Handbook of peer interactions, relationships, and groups, 20–41. New York: Guilford Press. Ladd, G. W. (2009). Trends, travails, and turning points in early research on children’s peer relationships: Legacies and lessons for our time. Handbook of peer interactions, relationships, and groups, 20–41. New York: Guilford Press.
go back to reference Lindsey, E. W., & Colwell, M. J. (2003). Preschoolers’ emotional competence: links to pretend and physical play. Child Study Journal, 33, 39–52. Lindsey, E. W., & Colwell, M. J. (2003). Preschoolers’ emotional competence: links to pretend and physical play. Child Study Journal, 33, 39–52.
go back to reference Maszk, P., Eisenberg, N., & Guthrie, I. K. (1999). Relations of children’s social status to their emotionality and regulation: a short-term longitudinal study. Merrill-Palmer Quarterly, 45, 468–492. Maszk, P., Eisenberg, N., & Guthrie, I. K. (1999). Relations of children’s social status to their emotionality and regulation: a short-term longitudinal study. Merrill-Palmer Quarterly, 45, 468–492.
go back to reference McKown, C., Gumbiner, L. M., Russo, N. M., & Lipton, M. (2009). Social-emotional learning skill, self-regulation, and social competence in typically developing and clinic-referred children. Journal of Clinical Child & Adolescent Psychology, 38, 858–871. doi: 10.​1080/​1537441090325893​4. CrossRef McKown, C., Gumbiner, L. M., Russo, N. M., & Lipton, M. (2009). Social-emotional learning skill, self-regulation, and social competence in typically developing and clinic-referred children. Journal of Clinical Child & Adolescent Psychology, 38, 858–871. doi: 10.​1080/​1537441090325893​4. CrossRef
go back to reference Muthén, L. K., & Muthén, B. O. (2010). Mplus user’s guide (7th ed.). Los Angeles: Muthén & Muthén. Muthén, L. K., & Muthén, B. O. (2010). Mplus user’s guide (7th ed.). Los Angeles: Muthén & Muthén.
go back to reference Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., & Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology, vol 1: Theory and method (2nd ed., pp. 419–493). Hoboken: Wiley. Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., & Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology, vol 1: Theory and method (2nd ed., pp. 419–493). Hoboken: Wiley.
go back to reference Peterson, J. B., & Flanders, J. L. (2005). Play and the regulation of aggression. Developmental origins of aggression (pp. 133–157). New York: Guilford Press. Peterson, J. B., & Flanders, J. L. (2005). Play and the regulation of aggression. Developmental origins of aggression (pp. 133–157). New York: Guilford Press.
go back to reference Power, T. G. (2000). Play and exploration in children and animals. Manwah: Erlbaum. Power, T. G. (2000). Play and exploration in children and animals. Manwah: Erlbaum.
go back to reference Rose, A. J., & Smith, R. L. (2009). Sex differences in peer relationships. Handbook of peer interactions, relationships, and groups, 379–393. New York: Guilford Press. Rose, A. J., & Smith, R. L. (2009). Sex differences in peer relationships. Handbook of peer interactions, relationships, and groups, 379–393. New York: Guilford Press.
go back to reference Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40, 21–39. Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40, 21–39.
go back to reference Sebanc, A. M., Pierce, S. L., Cheatham, C. L., & Gunnar, M. R. (2003). Gendered social worlds in preschool: dominance, peer acceptance and assertive social skills in boys’ and girls’ peer groups. Social Development, 12, 91–106. doi: 10.​1111/​1467-9507.​00223. CrossRef Sebanc, A. M., Pierce, S. L., Cheatham, C. L., & Gunnar, M. R. (2003). Gendered social worlds in preschool: dominance, peer acceptance and assertive social skills in boys’ and girls’ peer groups. Social Development, 12, 91–106. doi: 10.​1111/​1467-9507.​00223. CrossRef
go back to reference Stenseng, F., Belsky, J., Skalicka, V., & Wichstrøm, L. (2014). Social exclusion predicts impaired self‐regulation: a 2‐year longitudinal panel study including the transition from preschool to school. Journal of Personality, 83, 212–220. doi: 10.​1111/​jopy.​12096. PubMedCrossRef Stenseng, F., Belsky, J., Skalicka, V., & Wichstrøm, L. (2014). Social exclusion predicts impaired self‐regulation: a 2‐year longitudinal panel study including the transition from preschool to school. Journal of Personality, 83, 212–220. doi: 10.​1111/​jopy.​12096. PubMedCrossRef
go back to reference Walden, T. A., & Smith, M. C. (1997). Emotion regulation. Motivation and Emotion. Walden, T. A., & Smith, M. C. (1997). Emotion regulation. Motivation and Emotion.
go back to reference Walker, S., Berthelsen, D. C., & Irving, K. A. (2001). Temperament and peer acceptance in early childhood: sex and social status differences. Child Study Journal, 31, 177–192. Walker, S., Berthelsen, D. C., & Irving, K. A. (2001). Temperament and peer acceptance in early childhood: sex and social status differences. Child Study Journal, 31, 177–192.
go back to reference Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative‐developmental study of executive function: a window on prefrontal function in children. Developmental Neuropsychology, 7, 131–149. doi: 10.​1080/​8756564910954048​3. CrossRef Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative‐developmental study of executive function: a window on prefrontal function in children. Developmental Neuropsychology, 7, 131–149. doi: 10.​1080/​8756564910954048​3. CrossRef
go back to reference Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson psycho-educational battery – revised. Allen: DLM. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson psycho-educational battery – revised. Allen: DLM.
Metagegevens
Titel
Linking Executive Function and Peer Problems from Early Childhood Through Middle Adolescence
Auteurs
Christopher J. Holmes
Jungmeen Kim-Spoon
Kirby Deater-Deckard
Publicatiedatum
23-06-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 1/2016
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-015-0044-5

Andere artikelen Uitgave 1/2016

Journal of Abnormal Child Psychology 1/2016 Naar de uitgave