Measuring executive functions in childhood: Problems and solutions?

By C. Hughes, A. Graham. 2002

324 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/415b519773d481aa675a0634917b042379b10ab3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Developmental and Educational Psychology

In Psychiatry and Mental health

Citations in the corpus

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, methodology): “In this paper, we use the term EF skills to refer to a complex but well-delineated set of cognitive regulatory processes (Friedman et al., 2006) that underlie adaptive, goal-directed responding to novel or challenging situations (Hughes & Graham, 2002.)”
Latent structure of executive function in five- and six-year-old children: A longitudinal study (2014, background): “As executive abilities are observed in complex tasks in which other cognitive processes are also involved, it is not surprising that the latent variables explained a limited portion of variability in tasks that require both executive and non-executive skills (Hughes & Graham, 2002).”
Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children (2011, background): “This task primarily assesses cognitive flexibility but also taps into problem solving and inhibition to some degree; some overlap when testing executive functions in young children is common (Hughes & Graham, 2002 ).”
Executive function in the first three years of life: precursors, predictors and patterns (2016, background): “For example, not only do EF tasks that require verbal comprehension carry the risk of toddlers misunderstanding the task requirements, but by taxing their verbal comprehension researchers place an additional cognitive load on the child, which may influence performance (Hughes & Graham, 2002).”
The Elusive Nature of Executive Functions: A Review of our Current Understanding (2007, background): “Hughes and Graham (2002) suggest that one of the obstacles in obtaining reliable measures of executive functioning lies in the difficulty of distinguishing between automatic and controlled actions.”
Changes and challenges in 20 years of research into the development of executive functions (2011, background): “…reviews of EF development are available (e.g., P. Anderson, 2002; Best, Miller, & Jones, 2009; Blair, Zelazo, & Greenberg, 2005; Blakemore & Choudhury, 2006; Garon, Bryson, & Smith, 2008; Hughes & Graham, 2002) very few span the full period of development (for an exception, see Diamond, 2002).”
Neuropsychological measures of executive function and antisocial behavior: A meta-analysis (2011, background): “Performance on EF measures is likely to represent the pooled effect of several distinct EF processes, resulting in a significant level of`task impurity' for many EF tasks (Hughes and Graham 2002).”
A Latent Variable Approach to Determining the Structure of Executive Function in Preschool Children (2012, background): “…problem for understanding the structure of EF because tasks designed to measure EF typically make more than one kind of executive processing demand (Hughes & Graham, 2002), and they also may involve a variety of 396 MILLER ET AL. nonexecutive processes (e.g., perceptual processing) that can…”
Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding (2015, background): “…executive functioning is related to theory of mind during their emergence in early childhood (Carlson, Mandell, & Williams, 2004; Carlson & Moses, 2001; Frye et al., 1995; Hughes & Ensor, 2007; Hughes & Graham, 2002; Oh & Lewis, 2008; Sabbagh, Xu, Carlson, Moses, & Lee, 2006; Zelazo & Frye, 1998).”