Practitioner review: do performance-based measures and ratings of executive function assess the same construct?

By M. Toplak, R. F. West, K. Stanovich. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2013

1,300 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/50147c84818e1218a539030fd3e80ca138994906

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In Cognitive Neuroscience

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Citations in the corpus

The Relationship Between Media Multitasking and Executive Function in Early Adolescents (2014, background): “…for the self-reported and performance-based measures of executive function is not surprising considering that many studies find weak or no correlations between these two types of measures of executive function (Anderson et al., 2002; Guy et al., 2004; for a review, see Toplak et al., 2013).”
The consequences of media multitasking for youth: A review (2015, neutral): “The discrepancy between the results for these two types of measures may result from possible differences in the cognitive levels or skills that these measures assess (see Toplak, West, & Stanovich, 2013, for a discussion).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “In a review of 20 studies that included child and adult samples, Toplak and colleagues reported a median correlation of r = .19 between questionnaire and performance-based assessments of EF (Toplak, West, and Stanovich 2013).”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “Interestingly, recent evidence suggests that performance-based measures and ratings of EF assess different skills, such that the former captures the efficiency of cognitive processing, while the latter taps success in goal pursuit (Toplak et al. 2013).”
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, background): “…a non-biased assessment of children’s skills in regulating their behavior in highly structured one-on-one situations, whereas teacher ratings capture children’s ability to independently apply their self-regulatory abilities across context and time (Toplak et al., 2013; Wanless et al., 2013).”