Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P
Various studies have addressed the relationship between intelligence and executive functions (EF). There is widespread agreement that EF in preschool children is a unitary construct in which the subordinate factors of Updating, Inhibition, and Shifting are still undifferentiated and correlate modera...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/9/7/1089 |
| _version_ | 1797440185812647936 |
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| author | Sören Fiedler Nina Krüger Monika Daseking |
| author_facet | Sören Fiedler Nina Krüger Monika Daseking |
| author_sort | Sören Fiedler |
| collection | DOAJ |
| description | Various studies have addressed the relationship between intelligence and executive functions (EF). There is widespread agreement that EF in preschool children is a unitary construct in which the subordinate factors of Updating, Inhibition, and Shifting are still undifferentiated and correlate moderately with a general factor of intelligence (g). The aim of this study is to investigate the common structural relationship between these two constructs using confirmatory factor analysis. Furthermore, we intend to close the gap of more daily life-associated executive functions and replicate findings in preschool-aged children. Data from a sample of N = 124 average developed children without severe impairments (aged 4 years 0 months–6 years 11 months) were analyzed using the data pool of the standardization and validation studies on the German Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition. Additionally, Executive functions were assessed using a standardized parent-completed questionnaire (BRIEF-P) on their children’s everyday behavior. A second-order factor solution revealed that a model with a loading of the common factor of general intelligence (<i>g</i>-factor) onto the EF factor fits the data best. To specify possible method effects due to different sources of measurements, a latent method factor was generated. The results indicate a heterogeneous method effect and a decreasing factor loading from g on to EF while controlling for the method factor. |
| first_indexed | 2024-03-09T12:03:29Z |
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| id | doaj.art-37da40d81b3c41fbb53b182193357933 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-09T12:03:29Z |
| publishDate | 2022-07-01 |
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| series | Children |
| spelling | doaj.art-37da40d81b3c41fbb53b1821933579332023-11-30T23:00:19ZengMDPI AGChildren2227-90672022-07-0197108910.3390/children9071089Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-PSören Fiedler0Nina Krüger1Monika Daseking2Department of Educational Psychology, Helmut Schmidt University/University of the Federal Armed Forces, 22043 Hamburg, GermanyDepartment Differential Psychology and Psychological Assessment, Institute of Psychology, University of Hamburg, 20146 Hamburg, GermanyDepartment of Educational Psychology, Helmut Schmidt University/University of the Federal Armed Forces, 22043 Hamburg, GermanyVarious studies have addressed the relationship between intelligence and executive functions (EF). There is widespread agreement that EF in preschool children is a unitary construct in which the subordinate factors of Updating, Inhibition, and Shifting are still undifferentiated and correlate moderately with a general factor of intelligence (g). The aim of this study is to investigate the common structural relationship between these two constructs using confirmatory factor analysis. Furthermore, we intend to close the gap of more daily life-associated executive functions and replicate findings in preschool-aged children. Data from a sample of N = 124 average developed children without severe impairments (aged 4 years 0 months–6 years 11 months) were analyzed using the data pool of the standardization and validation studies on the German Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition. Additionally, Executive functions were assessed using a standardized parent-completed questionnaire (BRIEF-P) on their children’s everyday behavior. A second-order factor solution revealed that a model with a loading of the common factor of general intelligence (<i>g</i>-factor) onto the EF factor fits the data best. To specify possible method effects due to different sources of measurements, a latent method factor was generated. The results indicate a heterogeneous method effect and a decreasing factor loading from g on to EF while controlling for the method factor.https://www.mdpi.com/2227-9067/9/7/1089intelligenceexecutive functioningWPPSI-IVBRIEF-Pchildrenpreschoolers |
| spellingShingle | Sören Fiedler Nina Krüger Monika Daseking Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P Children intelligence executive functioning WPPSI-IV BRIEF-P children preschoolers |
| title | Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P |
| title_full | Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P |
| title_fullStr | Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P |
| title_full_unstemmed | Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P |
| title_short | Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P |
| title_sort | structural equation modeling of common cognitive abilities in preschool aged children using wppsi iv and brief p |
| topic | intelligence executive functioning WPPSI-IV BRIEF-P children preschoolers |
| url | https://www.mdpi.com/2227-9067/9/7/1089 |
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