Executive function ratings in educational settings: concurrent relations with cognitive and affective theory of mind

ABSTRACT

The present study examined the way in which behavioural difficulties in cool and hot EFs relate to measures of cognitive and affective ToM in preschoolers. A total of 144 children between 35 and 71 months were assessed with a first-order false-belief task (measuring cognitive ToM), the Test of Emotion Comprehension (measuring affective ToM) and a control task measuring productive language. Teachers filled in the preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P), a questionnaire examining children's difficulties in educational settings in five different areas tapping both cool (Working Memory, Shift, Plan/Organize) and hot EFs (Inhibition and Emotional Control). Multiple regressions showed that cognitive ToM was predicted by productive language and executive difficulties in the Working Memory subscales of the BRIEF-P, whereas affective ToM was only predicted by age and productive language. Similarities and differences with the results of previous studies are discussed.

KEYWORDS:

• Executive functions
• behaviour ratings
• theory-of-Mind
• working memory
• preschool children

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Emiddia Longobardi

Emiddia Longobardi, Ph.D., is Full Professor of Developmental and Educational Psychology at Sapienza University of Rome, Italy. Her main research topics concern the theory of mind, linguistic and cognitive development, gestural communication, social competence and adult-child interaction.

Pietro Spataro

Pietro Spataro, Ph.D., is Associate Professor at Universitas Mercatorum (Rome, Italy). His research interests focus on memory and cognition, theory of mind, language development and social development.

Mara Morelli

Mara Morelli, Ph.D., is an Assistant Professor of Developmental and Educational Psychology at Sapienza University of Rome, Italy. Her research interests focus on developmental psychology, parent-child relationships, emotion regulation and social competence in children and adolescence.

Fiorenzo Laghi

Fiorenzo Laghi, Ph.D., is Full Professor of Developmental and Educational Psychology at Sapienza University of Rome, Italy. His primary research interests focus on prevention of risk behaviors and promotion of positive outcomes for at-risk child and adolescent populations.