Components and Developmental Differences of Executive Functioning for School-Aged Children

Abstract

This study examined the developmental differences, components, and underlying factor structure of executive functioning (EF) in school-aged children by utilizing subtests from Test of Everyday Attention for Children and some additional EF tests. The developmental differences identified across age groups between 7 to 14 years for a sample of 185 children support a multistage interpretation of EF development. Structural equation modeling was used to test models with three first-order EF components which included shifting, working memory/updating, and inhibition. Results indicated that the first-order full, three-factor model was the best model among all the alternative first-order and second-order models.

ACKNOWLEDGEMENTS

We would like to acknowledge Dr. Karen Shum, Ms. Eliza Wong, and Mrs. Shirley Tsang for the time and effort they have contributed in coordinating the project, and Dr. Cheung Shu Fai and Mr. Daniel Chan for their advice on statistical analysis. The successful completion of the project has also depended on generous participation of the children and their parents who gave their time and effort to take part in the study.

Notes

The project was funded primarily from the Project Fund of 2002 and 2003 of the Division of Clinical Psychology, Hong Kong Psychological Society (DCP), and donations from members of DCP.