Literaturnachweis - Detailanzeige
| Autor/inn/en | Longobardi, Emiddia; Spataro, Pietro; Morelli, Mara; Laghi, Fiorenzo |
|---|---|
| Titel | Executive Function Ratings in Educational Settings: Concurrent Relations with Cognitive and Affective Theory of Mind |
| Quelle | In: Early Child Development and Care, 192 (2022) 13, S.2046-2058 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Spataro, Pietro) ORCID (Laghi, Fiorenzo) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4430 |
| DOI | 10.1080/03004430.2021.1975692 |
| Schlagwörter | Executive Function; Theory of Mind; Short Term Memory; Preschool Children; Affective Behavior; Cognitive Measurement; Inhibition; Self Control; Behavior Rating Scales |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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