Comparing Two Ways to Measure Self-Control in Preschoolers
Direct mental tests and adult behavioral ratings measure different aspects of preschool executive functioning, with ratings better predicting ADHD symptoms and direct tests better predicting reading skills.
Source
Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement
Study at a glance
- Design
- Cross-sectional — Performance EF tests vs parent/teacher ratings predicting ADHD symptoms and reading
- N
- N=209 · Third-year preschool children in Castellon and Valencia; mean age 70 months
- Population
- Spanish preschool children (~5 years)
- Outcome
- Agreement and predictive validity of performance vs rating EF measures
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Comparing Two Ways to Measure Self-Control in Preschoolers
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209 children in Spain
The sample was made up of 209 children in the third year of Preschool in the provinces of Castellon and Valencia (Spain).
a mean age of 70.02 months
The participants had a mean age of 70.02 months (SD = 3.61; range = 60–76.70 months) and a mean IQ of 98.63 (SD = 12.23; range = 70–126).
What they did
Researchers evaluated 209 children in Spain with a mean age of 70.02 months using direct tests of memory and self-regulation alongside behavioral questionnaires completed by parents and teachers. The team measured working memory and inhibition using tasks like tapping patterns and recalling sequences, while also tracking reading ability and symptoms of ADHD. They wanted to see how well these different assessment types agreed and which ones better predicted real-world behavior and learning.
What they found
The direct tests and behavioral ratings showed only a moderate relationship, indicating they capture different aspects of executive function. Teachers' behavioral ratings explained 76.1% of the variation in inattention symptoms, which was much higher than the 30.5% explained by performance tests. Conversely, direct cognitive tests explained 30.8% of the variance in word reading accuracy, demonstrating strong predictive value for academic performance.
The limits
What it doesn't show
This study cannot prove cause-and-effect because it relies on correlational data collected at a single point in time. Additionally, the results are limited to 5-years-old children in Spain, meaning they might not apply to younger preschoolers or different cultural contexts. Finally, the research did not assess other important elements of executive function, such as mental flexibility, planning, or emotional regulation.
Key terms
- executive function
- A set of cognitive processes including working memory, flexible thinking, and self-control that enable people to plan, focus attention, and juggle multiple tasks.
- working memory
- The system responsible for temporarily holding and processing information in our minds during active cognitive tasks.
- inhibitory control
- The ability to suppress or resist strong impulsive urges or distracting information to focus on a goal.
- ecological validity
- The degree to which the findings of a research study are applicable to real-world, everyday settings.
- performance-based tests
- Highly structured cognitive assessments administered in controlled settings to measure specific mental capacities directly.
- behavioral ratings
- Questionnaires completed by observers, such as parents or teachers, to evaluate a child's everyday actions and self-regulation in natural environments.
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According to the study, what are the primary neuroanatomical systems responsible for executive functioning (EF)?
Common questions
Why do performance-based tests and behavioral ratings only have a moderate correlation?
Performance-based tests measure optimal cognitive capacity in structured, distraction-free lab settings, whereas behavioral ratings capture actual day-to-day self-regulation successes and failures in busy real-world environments.
Who provides a more reliable assessment of a preschooler's executive function, parents or teachers?
In this study, teachers' ratings correlated more strongly with direct test results and predicted behavioral outcomes better than parents' ratings, likely because teachers have professional training and a normative baseline of other children for comparison.
How does executive functioning relate to reading success in young children?
Strong working memory allows children to hold letter sounds and words in their minds while reading, while robust inhibition helps them stay focused on the text and resist distractions.
Can we use parents' and teachers' behavioral rating questionnaires to replace cognitive tests?
No. Because these two assessment types capture distinct aspects of executive function (cognitive capacity versus daily behavioral application), they should be used together to get a complete picture of a child's development.
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