Linking Executive Function and Peer Problems from Early Childhood Through Middle Adolescence
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- 作者：Christopher J. Holmes ; Jungmeen Kim-Spoon…
- 关键词：Executive function ; Peer problems ; Victimization ; Rejection ; Childhood ; Adolescence
- 刊名：Journal of Abnormal Child Psychology
- 出版年：2016
- 出版时间：January 2016
- 年：2016
- 卷：44
- 期：1
- 页码：31-42
- 全文大小：476 KB
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Jungmeen Kim-Spoon (1)
Kirby Deater-Deckard (1)
1. Department of Psychology (MC 0436), Virginia Polytechnic Institute and State University, Blacksburg, VA, 24061, USA - 刊物类别：Behavioral Science
- 刊物主题：Psychology
Child and School Psychology - 出版者：Springer Netherlands
- ISSN：1573-2835
文摘
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.