Measuring the development of executive control with the shape school.
Abstract
Although several neurodevelopmental and psychiatric disorders can emerge during the preschool period, there are comparatively few instruments to assess executive control. Evidence for validity of the Shape School (K. A. Espy, 1997) was examined in a sample of 219 typically developing young children. There was good evidence for validity, as Shape School performance variables were interrelated and were associated to other criterion measures considered to measure aspects of executive control. Also suggesting validity, the Shape School variables varied as a function of whether the task demands (a) were executive, (b) required inhibition of a prepotent response or context-controlled selection among relevant stimulus-response sets, and (c) included unitary or concurrent processing. The Shape School may be an effective tool by which to measure executive control in young children who have atypical developmental patterns.
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The Shape School test assesses both inhibition and switching.
“The Shape School test (K.Espy, 1997;K. A. Espy, Bull, Martin, & Stroup, 2006) assesses both inhibition and switching.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as K. A. Espy, Bull, Martin, & Stroup, 2006
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References 55 · Cited by 130
- Authors
- Espy, K. A., Bull, R., Martin, J., & Stroup, W.
- Affiliations
- University of Nebraska–Lincoln (US)
- University of Aberdeen (GB)
- SIU Medicine (US)
- Venue
- Psychological Assessment
- Published
- 2006-12
- Volume
- 18
- Issue
- 4
- Pages
- 373-381
- ISSN
- 1040-3590 (ISSN-L)
- 1939-134X
- OpenAlex
- W1978605954
- Cited by
- 130
- References
- 55
- Citations by year
- 2026: 6 · 2025: 3 · 2024: 4 · 2023: 3 · 2022: 8 · 2021: 5 · 2020: 8 · 2019: 2 · 2018: 10 · 2017: 8 · 2016: 8 · 2015: 5 · 2014: 5 · 2013: 9 · 2012: 11
- FWCI
- 4.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Assessment (publishedVersion)
- PubMed (publishedVersion)
- Lincoln (University of Nebraska) (submittedVersion)
- Funders
- National Institute of Mental Health (1R01 MH065668)
- National Institute on Drug Abuse (1R01 DA014661)
- National Institute of Child Health and Development (5P01 HD038051-06)
- Carnegie Trust
- British Academy
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- executive function, preschool children, test validity, inhibition, prepotent response inhibition, concurrent processing, task demands, typically developing children, neurodevelopmental disorders
- MeSH terms
- Attention, Child, Child Behavior, Child Development, Child, Preschool, Cognition, Female, Humans, Inhibition, Psychological, Male, Memory, Short-Term, Neuropsychological Tests, Reaction Time, Task Performance and Analysis, Visual Perception, Reproducibility of Results, Linear Models
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