Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure.

TLDR

Executive control in preschoolers is studied with many tasks, but it is unclear whether it reflects multiple distinct abilities or a single unitary construct. The authors used confirmatory factor analysis on data from 243 typically developing children aged 2.3–6 years who completed a battery of executive control tasks. A single‑factor model of executive control fit the data well and was invariant across socioeconomic status and sex, with girls scoring higher than boys, and tasks labeled as working memory or inhibition were found to assess a single underlying ability.

Abstract

Although many tasks have been developed recently to study executive control in the preschool years, the constructs that underlie performance on these tasks are poorly understood. In particular, it is unclear whether executive control is composed of multiple, separable cognitive abilities (e.g., inhibition and working memory) or whether it is unitary in nature. A sample of 243 normally developing children between 2.3 and 6 years of age completed a battery of age-appropriate executive control tasks. Confirmatory factor analysis was used to compare multiple models of executive control empirically. A single-factor, general model was sufficient to account for the data. Furthermore, the fit of the unitary model was invariant across subgroups of children divided by socioeconomic status or sex. Girls displayed a higher level of latent executive control than boys, and children of higher and lower socioeconomic status did not differ in level. In typically developing preschool children, tasks conceptualized as indexes of working memory and inhibitory control in fact measured a single cognitive ability, despite surface differences between task characteristics.