Test–Retest Reliability and Practice Effects of Executive Function Tasks in Preschool Children
Abstract
This study examined the test-retest reliability of executive function tasks in preschool children. Measures of working memory, response inhibition, attentional flexibility, and planning were administered to thirty three preschool children between the ages of 36 and 72 months (M = 54.75 months) on two testing occasions approximately three weeks apart (M interval = 21.64 days). Working memory tasks showed higher test-retest reliability than measures of response inhibition. There were significant practice effects on three measures of complex working memory. Implications of these findings for the assessment of executive function in preschool children are discussed.
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Test-retest reliability was good for working memory and planning tasks but moderate to poor for response inhibition tasks.
“a recent report showed that test-retest reliability was good for working memory and planning tasks but moderate to poor for response inhibition tasks”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Muller, Kerns, & Konkin, 2012
Computer-based tasks suitable for preschoolers have been designed based on previously validated measures of attention and executive function, including Go/No-Go, response inhibition, delayed alternation, self-ordered pointing, and working memory tasks.
“and colleagues have successfully designed computer based tasks suitable for preschoolers based on previously validated measures of attention and executive function including appealing and interactive Go/No-Go, response inhibition, delayed alternation, self-ordered pointing and working memory tasks (Hrabok, Kerns, & Muller, 2007;Muller, Kerns, & Konkin, 2012).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Muller, Kerns, & Konkin, 2012
Cites
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Duckworth, A. L., & Yeager, D. S. (2015) · Educational Researcher · doi:10.3102/0013189x15584327 · Cited by 993 · see citing works
Longitudinal associations between executive functioning and academic skills across content areas.
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Assessing Executive Function in Preschoolers
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Clarifying Inhibitory Control: Diversity and Development of Attentional Inhibition
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- Authors
- Müller, U., Kerns, K. A., & Konkin, K.
- Affiliations
- University of Victoria (CA)
- Corresponding author
- Müller, Ulrich
- Venue
- The Clinical Neuropsychologist
- Publisher
- Informa UK Limited
- Published
- 2012-01-18
- Volume
- 26
- Issue
- 2
- Pages
- 271-287
- ISSN
- 0920-1637 (ISSN-L)
- 1385-4046
- 1744-4144
- OpenAlex
- W1987730066
- Cited by
- 84
- References
- 10
- Citations by year
- 2026: 4 · 2025: 7 · 2024: 5 · 2023: 3 · 2022: 5 · 2021: 9 · 2020: 8 · 2019: 5 · 2018: 5 · 2017: 6 · 2016: 4 · 2015: 10 · 2014: 7 · 2013: 2 · 2012: 3
- FWCI
- 9.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Clinical Neuropsychologist (publishedVersion)
- PubMed (publishedVersion)
- 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, test-retest reliability, practice effects, preschool children, working memory, response inhibition, attentional flexibility, planning, executive function assessment
- MeSH terms
- Attention, Child, Preschool, Female, Humans, Inhibition, Psychological, Male, Memory, Short-Term, Neuropsychological Tests, Practice, Psychological, Problem Solving, Psychometrics, Reproducibility of Results, Executive Function
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