Executive functions assessment in senior preschool age: a battery of methods

Occupation: Head of the chair of Department of Educational psychology and Pedagogy, Faculty of Psychology
Affiliation: LomonosovMoscow State University
Address: Moscow, Russian Federation

Olga V. Almazova

Occupation: Associate Professor, Department of Developmental Psychology, Faculty of Psychology
Affiliation: Lomonosov Moscow State University named after M.V. Lomonosov
Address: Mokhovaya st., 11, building 9

Daria A. Bukhalenkova

Occupation: Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology
Affiliation: LomonosovMoscow State University
Address: Mokhovaya st., 11, building 9

Journal name

Psikhologicheskii zhurnal

Edition

Volume 41 Issue 6

Pages

108-118

Abstract

The model of executive functions by A. Miyake, applied to preschool age, is considered. The main purpose of the study was the approbation of subtests of the NEPSY-II diagnostic complex to assess the level of development of the three main components of executive functions (working memory, cognitive flexibility and inhibition) in Russian preschoolers. The sample consisted of 1,386 children (697 boys and 689 girls) aged 5–7 years attending senior and preparatory groups of kindergartens in Moscow. On a part of the sample, the retest validity of the data was checked. The norms for the implementation of methods for four age groups (from 5 to 7 with a step of 0.5 years) are presented separately for boys and girls. Relationships in the levels of development of different executive functions components were analyzed: in the senior group these connections are different for boys and girls, in the preparatory group they are the same.

Keywords

preschool age, arbitrariness, executive functions, working memory, cognitive flexibility, inhibition

Acknowledgment

The research was carried out with the support of the Russian Science Foundation grant № 20-78-20009

Received

16.11.2020

Publication date

27.11.2020

Number of characters

17877

Cite

GOST	Veraksa A., Almazova O., Bukhalenkova D. Executive functions assessment in senior preschool age: a battery of methods // Psikhologicheskii zhurnal – 2020. – V. 41. – Issue 6 C. 108-118 [Electronic resource]. URL: https://psy.jes.su/S020595920012593-8-1 (circulation date: 19.04.2024). DOI: 10.31857/S020595920012593-8
MLA	Veraksa, Aleksander N, Almazova, Olga V, Bukhalenkova, Daria A. "Executive functions assessment in senior preschool age: a battery of methods." Psikhologicheskii zhurnal 41.6 (2020):108-118. DOI: 10.31857/S020595920012593-8
APA	Veraksa A., Almazova O., Bukhalenkova D. (2020). Executive functions assessment in senior preschool age: a battery of methods. Psikhologicheskii zhurnal 41(6), pp.108-118 DOI: 10.31857/S020595920012593-8

100 rub.

When subscribing to an article or issue, the user can download PDF, evaluate the publication or contact the author. Need to register.

Number of purchasers: 0, views: 1770

Readers community rating: votes 0

1. Alekseev A.A., Rupchev G.E. Ponyatie ob ispolnitel'nyh funktsiyah v psihologicheskih issledovaniyah: perspektivy i protivorechiya. Psihologicheskie issledovaniya: elektron. nauch. zhurn. 2010. № 4(12). (in Russian)

2. Almazova O.V., Buhalenkova D.A., Veraksa A.N. Diagnostika urovnya razvitiya regulyatornyh funktsiy v doshkol'nom vozraste. Psihologiya. Zhurnal Vysshey SHkoly ekonomiki. 2019. № 16(2). P. 94–109. (in Russian)

3. Almazova O.V., Buhalenkova D.A., Veraksa A.N. Proizvol'nost' v doshkol'nom vozraste: sravnitel'nyy analiz razlichnyh podhodov i diagnosticheskogo instrumentariya. Natsional'nyy psihologicheskiy zhurnal. 2016. № 24(4). P. 14–22. (in Russian)

4. Ahutina T.V., Varako N.A., Grigor'eva V.N., Mikadze Yu.V., Skvortsov A.A., Fufaeva E.V. Neyropsihologicheskaya diagnostika i neyropsihologicheskaya reabilitatsiya narusheniy upravlyayuschih (regulyatornyh) funktsiy i kritichnosti pri povrezhdeniyah golovnogo mozga. Klinicheskie rekomendatsii. Moscow, 2014. (in Russian)

5. Velichkovskiy B.B. Vozmozhnosti kognitivnoy trenirovki kak metoda korrektsii vozrastnyh narusheniy kognitivnogo kontrolya. Eksperimental'naya psihologiya. 2009. № 3. P. 78–91. (in Russian)

6. Veraksa A.N., Almazova O.V., Buhalenkova D.A., Yakupova V.A. Razvitie samoregulyatsii u doshkol'nikov. Metodicheskoe posobie. 5–7 let. Moscow: Mozaika-Sintez, 2019. (in Russian)

7. Veraksa A.N., Vasil'eva M.D., Archakova T.O. Razvitie proizvol'nosti regulyatornyh funktsiy v doshkol'nom vozraste: obzor sovremennyh zarubezhnyh issledovaniy. Voprosy psihologii. 2016. № 6. P. 150–166. (in Russian)

8. Vilenskaya G.A. Ispolnitel'nye funktsii: priroda i razvitie. Psikhologicheskii zhurnal, 2016. № 37(4). P. 21–31. (in Russian)

9. Vygotskiy L.S. Detskaya psihologiya. In: Vygotskiy L.S. Sobranie sochineniy. Moscow: Pedagogika, 1984. T. 4. (in Russian)

10. Luriya A.R. Osnovy neyropsihologii. Moscow: Akademiya, 2002. (in Russian)

11. Smirnova E.O. K probleme voli i proizvol'nosti v kul'turno-istoricheskoy psihologii. Kul'turno-istoricheskaya psihologiya. 2015. № 11(3). P. 9–15. (in Russian)

12. El'konin D.B. Detskaya psihologiya. Moscow: Akademiya, 2006. (in Russian)

13. Barkley R.A. The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review. 2001. № 11(1). P. 1–29.

14. Blair C. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist. 2002. № 57. P. 111–127.

15. Cadavid-Ruiz N., Río P., Egido J., & Galindo-Villadrón P. (). Age Related Changes in the Executive Function of Colombian Children. Universitas Psychologica. 2016. № 15(5). P. 1–10.

16. Diamond A., & Lee K. Interventions shown to aid executive function development in children 4–12 years old. Science. 2011. № 333. P. 959–964.

17. Diamond A., Kirkham N., & Amso D. Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental Psychology. 2002. № 38. P. 352–362.

18. Kiselev S.U. Deficit in executive abilities as a risk factor for emerging weakness in grammar understanding in Russian-speaking children. European Psychiatry, 2016. V. 33. P. 131–142.

19. Korkman M., Kirk U., & Kemp S.L. NEPSY II. Administrative manual. San Antonio, TX: Psychological Corporation, 2007.

20. Lehto J., Juujarvi P., Kooistra L., & Pulkkinen L. Dimensions of executive functioning: evidence from children. The British Journal of Developmental Psychology. 2003. № 21. P. 59–80.

21. Marcovitch S., O’Brien M., Calkins S.D., Leerkes E.M., Weaver J.M., & Levine D.W. A Longitudinal Assessment of the Relation between Executive Function and Theory of Mind at 3, 4, and 5 Years. Cognitive Development. 2015. № 33. P. 40–55.

22. Miyake A., Friedman N.P., Emerson M.J., Witzki A.H., Howerter A., & Wager T. (). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology. 2000. № 41. P. 49–100.

23. Montroy J.J., Bowles R.P., & Skibbe L.E. The effect of peers’ self-regulation on preschooler's self-regulation and literacy growth. Journal of Applied Developmental Psychology. 2016. № 46. P. 73–83.

24. Solovieva Yu., & Quintanar L. Qualitative syndrome analysis by neuropsychological assessment in preschoolers with attention deficit disorder with hyperactivity. Psychology in Russia: State of the Art. 2015. № 8(3). P. 112–124.

25. Veraksa A., Almazova O., Bukhalenkova D., Bayanova L., Popova R. Features of executive functions development in Moscow and Kazan preschoolers. European Proceedings of Social and Behavioural Sciences. 2018. № XLIII. P. 648–658.

26. Veraksa A.N., Bukhalenkova D.A., Kovyazina M.S. Language Proficiency in Preschool Children with Different Levels of Executive Function. Psychology in Russia: State of the Art. 2018. № 11(4). P. 115–129.

27. Visu-Petra L., Cheie L., Benga O., & Miclea M. The structure of executive functions in preschoolers: An investigation using the NEPSY battery.Procedia – Social and Behavioral Sciences. 2012. № 33. P. 627–631.

28. Welsch J.A., Nix R.L., Blair C., Bierman K.L., & Nelson K.E. The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology. 2010. № 102. P. 43–53.

29. Willoughby M.T., Kupersmidt J.B, & Voegler-Lee M.E. Is preschool executive function causally related to academic achievement? Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence. 2012. № 18(1), 79–91.

30. Yeniad N., Malda M., Mesman J., Van IJzendoorn M.H., & Pieper S. Shifting ability predicts math and reading performance in children: A meta–analytical study. Learning and Individual Differences. 2013. № 23. P. 1–9.

31. Zelazo P.D. The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children. National Protocols. 2006. № 1. P. 297–301.