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The shape school: Assessing executive function in preschool children
Abstract
Age‐related changes in executive function were examined on a new task, the Shape School, in 70 preschool children (32–68 months old). The Shape School is a colorful storybook designed to examine inhibition and switching processes in young children. Results confirmed that task efficiency varied significantly with age, with older age groups outperforming younger groups. Furthermore, inhibition efficiency improved significantly between 3 to 4 years of age, whereas switching skills showed developmental improvement from 4 to 5 years of age. These results suggest that the Shape School is sensitive to maturational effects and that performance can be parsed into inhibition and switching processes. The Shape School may be useful in clinical populations in order to elucidate developmental brain‐behavior relations in preschool children.
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In the citing paper
“Accuracy of responding improved only marginally for children aged between 3 and 5 years on the Inhibit condition (Go/No-Go) on the Shape School test, but speed increased dramatically during this developmental period (K. A. Espy, Kaufmann, & Glisky, 2001;K. Espy, 1997).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as K. Espy, 1997
In the citing paper
“The inhibition trial is considered appropriate for preschoolers aged 3-years and older, while the more complex switch and combined (switch & inhibit) trials are considered appropriate for children aged 3:6 years and older.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as K.Espy, 1997
In the citing paper
“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.Espy, 1997
In the citing paper
“The switch condition of the Shape School is successfully completed by most 4-year-olds, and while accuracy increases slightly, improved performance in older preschoolers is predominantly reflected in better switching fluency and reduced time needed to complete the task (K.Espy, 1997).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as K.Espy, 1997
In the citing paper
“The ability to switch between sets of simple stimuli emerges by age 5 (Espy, 1997).”
From Does puberty mark a transition in sensitive periods for plasticity in the associative neocortex? (2017) · cites this paper as Espy, 1997
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Metadata
- Authors
- Espy, K. A.
- Affiliations
- Southern Illinois University Carbondale (US)
- Corresponding author
- Espy, Kimberly Andrews
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 1997-01
- Volume
- 13
- Issue
- 4
- Pages
- 495-499
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W1978033458
- Cited by
- 315
- References
- 7
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 15 · 2023: 13 · 2022: 19 · 2021: 12 · 2020: 15 · 2019: 7 · 2018: 13 · 2017: 17 · 2016: 19 · 2015: 10 · 2014: 19 · 2013: 14 · 2012: 23
- FWCI
- 1.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Neuropsychology (publishedVersion)
- Lincoln (University of Nebraska) (submittedVersion)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- executive function, preschool children, inhibition, cognitive flexibility, task switching, age-related development, brain-behavior relationship
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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