The structure of executive function in 3-year-olds.

Wiebe, Sandra A.; Sheffield, Tiffany; Nelson, Jennifer Mize; Clark, Caron A.C.; Chevalier, Nicolas; Espy, Kimberly Andrews

doi:10.1016/j.jecp.2010.08.008

Cited by 776Developmental and Educational NeuropsychologyCognitive Abilities and TestingChild and Animal Learning Development

The structure of executive function in 3-year-olds.

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Wiebe, Sandra A., Sheffield, Tiffany, Nelson, Jennifer Mize, Clark, Caron A.C., Chevalier, Nicolas, Espy, Kimberly Andrews·2011·Journal of Experimental Child Psychology

DOI 10.1016/j.jecp.2010.08.008PMC PMC3033982

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Abstract

Although the structure of executive function (EF) during adulthood is characterized by both unity and diversity, recent evidence suggests that preschool EF may be best described by a single factor. The latent structure of EF was examined in 228 3-year-olds using confirmatory factor analysis. Children completed a battery of executive tasks that differed in format and response requirements and in putative working memory and inhibitory control demands. Tasks appeared to be age appropriate, with adequate sensitivity across the range of performance and without floor or ceiling effects. Tests of the relative fit of several alternative models supported a single latent EF construct. Measurement invariance testing revealed less proficient EF in children at higher sociodemographic risk relative to those at lower risk and no differences between boys and girls. At 3years of age, when EF skills are emerging, EF appears to be a unitary, more domain-general process.

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Assessment of executive function has a significant role in clinical practice, including early detection and intervention planning.
“assessment of executive function plays a significant role in clinical practice, including early detection and intervention planning.40”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [40]
The paper’s introductory discussion (indexed under Abstract; page unavailable) links understanding executive function in preschoolers to clinical symptoms and says it is critical for designing preventive interventions for children with early difficulties. It does not establish that executive-function assessment plays a significant role in clinical practice or early detection. (LLM, conf=0.83)
Experimental — accuracy not yet measured
Although the unitary or common process approach of executive functions as a model for young children has a lot of support, there is evidence that some components are dissociable.
“Although the unitary or common process approach of EF as a model for young children has a lot of support (Garon et al., 2008; Wiebe et al., 2011; Brydges et al., 2012), there is evidence that some components are dissociable.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Wiebe et al., 2011
Researchers have found several developmental differences in executive functions suggesting executive functions are more unidimensional in early development but become a multifactorial construct in adolescence and adulthood, and a single factor model of executive functions is not universally appropriate across development.
“Researchers have also found several developmental differences in EF (e.g., Wiebe et al., 2011; Brydges et al., 2012) suggesting EF are more unidimensional in early development but becomes a multifactorial construct in adolescence and adulthood and asserting that a single factor model of EF is not universally appropriate across development.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Wiebe et al., 2011

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The Relation Between Executive Function and Theory of Mind is More Than Skin Deep
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Cognitive Outcomes for Extremely Preterm/Extremely Low Birth Weight Children in Kindergarten
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How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study
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Executive functioning rating scales: Ecologically valid or construct invalid?
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“Executive functions are higher-order neurocognitive processes associated with regulating thoughts and behaviors by maintaining problem sets to attain future goals (Miyake et al. 2000; van der Ven et al., 2013; Wiebe et al., 2011).”
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Parenting Mediates the Effects of Income and Cumulative Risk on the Development of Effortful Control
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The Research on the Structure of Executive Function in 3-Year-Old
Ping, W. (2013) · Xinli fazhan yu jiaoyu
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Authors: Wiebe, S. A., Sheffield, T., Nelson, J. M., Clark, C. A. C., Chevalier, N., & Espy, K. A.
Affiliations: University of Alberta (CA)
University of Nebraska–Lincoln (US)
Corresponding author: Wiebe, Sandra A.
ORCID: Wiebe, Sandra A.
Nelson, Jennifer Mize
Clark, Caron A.C.
Chevalier, Nicolas
Espy, Kimberly Andrews
Venue: Journal of Experimental Child Psychology
Publisher: Elsevier BV
Published: 2011-03
Volume: 108
Issue: 3
Pages: 436-452
ISSN: 0022-0965 (ISSN-L)
DOI: 10.1016/j.jecp.2010.08.008
PMC: PMC3033982
OpenAlex: W2079516150
Cited by: 776
References: 88
Citations by year: 2026: 38 · 2025: 41 · 2024: 42 · 2023: 82 · 2022: 57 · 2021: 59 · 2020: 62 · 2019: 63 · 2018: 47 · 2017: 51 · 2016: 49 · 2015: 51 · 2014: 54 · 2013: 39 · 2012: 26
FWCI: 31.69
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of Experimental Child Psychology (publishedVersion)
PubMed (publishedVersion)
Europe PMC (PubMed Central) (acceptedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute of Mental Health (MH065668, R01MH065668)
National Institute on Drug Abuse (DA014661, R21DA024769, R01DA023653, DA023653, DA024769, R01DA014661)
Topics: Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Keywords: executive function, preschool children, three-year-old children, latent structure, one-factor model, domain generality, working memory, inhibitory control, measurement invariance, sociodemographic risk factors, sex differences
MeSH terms: Child, Preschool, Factor Analysis, Statistical, Female, Humans, Inhibition, Psychological, Internal-External Control, Male, Memory, Short-Term, Neuropsychological Tests, Risk Factors, Socioeconomic Factors, Task Performance and Analysis, Executive Function

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The structure of executive function in 3-year-olds.

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