Hot and cool executive function in the development of behavioral problems in grade school / Yiji WANG in Development and Psychopathology, 37-2 (May 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-2 (May 2025) . - p.645-655 Titre : Hot and cool executive function in the development of behavioral problems in grade school Type de document : Texte imprimé et/ou numérique Auteurs : Yiji WANG, Auteur ; Huayu JI, Auteur Article en page(s) : p.645-655 Langues : Anglais (eng) Mots-clés : Hot executive function  cool executive function  externalizing problems  internalizing problems  school-age children Index. décimale : PER Périodiques Résumé : Despite the well-established link between children?s executive function and behavioral adjustment, it remains unclear whether the hot and cool aspects of executive function are uniquely associated with children?s behavioral problems. Using longitudinal data spanning in the grade school (N = 1,140), this study aimed to examine whether hot and cool executive function skills may be uniquely related to the development of behavioral problems. Hot and cool executive function skills were measured with tasks, standardized tests, and questionnaires at 54 months and in the first grade, respectively. Internalizing and externalizing problems were evaluated by teachers using questionnaires throughout the grade school. The results indicated that, independent of each other, hot and cool executive function skills were uniquely and negatively related to the development of internalizing and externalizing problems over time at the between-individual level, adjusting for within-individual fluctuations. Moreover, internalizing and externalizing problems were positively related at the between-individual level across the grade school. Findings provide needed evidence to clarify the relations between hot and cool executive function and children?s behavioral problems, emphasizing the importance of both aspects of executive function in understanding the development of behavioral problems in school-age children. En ligne : https://dx.doi.org/10.1017/S0954579424000415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Hot and cool executive function in the development of behavioral problems in grade school [Texte imprimé et/ou numérique] / Yiji WANG, Auteur ; Huayu JI, Auteur . - p.645-655. Langues : Anglais (eng) in Development and Psychopathology > 37-2 (May 2025) . - p.645-655 Mots-clés : Hot executive function  cool executive function  externalizing problems  internalizing problems  school-age children Index. décimale : PER Périodiques Résumé : Despite the well-established link between children?s executive function and behavioral adjustment, it remains unclear whether the hot and cool aspects of executive function are uniquely associated with children?s behavioral problems. Using longitudinal data spanning in the grade school (N = 1,140), this study aimed to examine whether hot and cool executive function skills may be uniquely related to the development of behavioral problems. Hot and cool executive function skills were measured with tasks, standardized tests, and questionnaires at 54 months and in the first grade, respectively. Internalizing and externalizing problems were evaluated by teachers using questionnaires throughout the grade school. The results indicated that, independent of each other, hot and cool executive function skills were uniquely and negatively related to the development of internalizing and externalizing problems over time at the between-individual level, adjusting for within-individual fluctuations. Moreover, internalizing and externalizing problems were positively related at the between-individual level across the grade school. Findings provide needed evidence to clarify the relations between hot and cool executive function and children?s behavioral problems, emphasizing the importance of both aspects of executive function in understanding the development of behavioral problems in school-age children. En ligne : https://dx.doi.org/10.1017/S0954579424000415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

Mothers' early depressive symptoms predict children's low social competence in first grade: mediation by children's social cognition / Yiji WANG in Journal of Child Psychology and Psychiatry, 56-2 (February 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-2 (February 2015) . - p.183-192 Titre : Mothers' early depressive symptoms predict children's low social competence in first grade: mediation by children's social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Yiji WANG, Auteur ; Theodore DIX, Auteur Article en page(s) : p.183-192 Langues : Anglais (eng) Mots-clés : Mothers' depressive symptoms  social cognition  social competence Index. décimale : PER Périodiques Résumé : Background This study examined whether social-cognitive processes in children mediate relations between mothers' depressive symptoms across the first 3 years and children's first-grade social competence. Three maladaptive cognitions were examined: self-perceived social inadequacy, hostile attribution, and aggressive response generation. Method One thousand three hundred and sixty-four mothers reported depressive symptoms across early development, first-grade children reported target social cognitions, and children's first-grade social competence was observed and reported by multiple informants. Results Findings demonstrated that (a) mothers' average depressive symptoms from 6 to 36 months predicted children's maladaptive social cognition in first grade, (b) low mother–child responsiveness mediated this relation, and (c) maladaptive social cognition mediated relations between mothers' early depressive symptoms and low first-grade social competence independent of later depressive symptoms. Conclusion When mothers' depressive symptoms occur early in development, they may set in motion low-responsive dyadic patterns that promote children's maladaptive social cognition and, as a result, low social competence. En ligne : http://dx.doi.org/10.1111/jcpp.12297 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Mothers' early depressive symptoms predict children's low social competence in first grade: mediation by children's social cognition [Texte imprimé et/ou numérique] / Yiji WANG, Auteur ; Theodore DIX, Auteur . - p.183-192. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-2 (February 2015) . - p.183-192 Mots-clés : Mothers' depressive symptoms  social cognition  social competence Index. décimale : PER Périodiques Résumé : Background This study examined whether social-cognitive processes in children mediate relations between mothers' depressive symptoms across the first 3 years and children's first-grade social competence. Three maladaptive cognitions were examined: self-perceived social inadequacy, hostile attribution, and aggressive response generation. Method One thousand three hundred and sixty-four mothers reported depressive symptoms across early development, first-grade children reported target social cognitions, and children's first-grade social competence was observed and reported by multiple informants. Results Findings demonstrated that (a) mothers' average depressive symptoms from 6 to 36 months predicted children's maladaptive social cognition in first grade, (b) low mother–child responsiveness mediated this relation, and (c) maladaptive social cognition mediated relations between mothers' early depressive symptoms and low first-grade social competence independent of later depressive symptoms. Conclusion When mothers' depressive symptoms occur early in development, they may set in motion low-responsive dyadic patterns that promote children's maladaptive social cognition and, as a result, low social competence. En ligne : http://dx.doi.org/10.1111/jcpp.12297 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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