Components and Developmental Differences of Executive Functioning for School-Aged Children

Abstract

This study examined the developmental differences, components, and underlying factor structure of executive functioning (EF) in school-aged children by utilizing subtests from Test of Everyday Attention for Children and some additional EF tests. The developmental differences identified across age groups between 7 to 14 years for a sample of 185 children support a multistage interpretation of EF development. Structural equation modeling was used to test models with three first-order EF components which included shifting, working memory/updating, and inhibition. Results indicated that the first-order full, three-factor model was the best model among all the alternative first-order and second-order models.