Measuring the development, of executive control with the Shape School

Kimberly Andrews Espy, Rebecca Bull, Jessica Martin, Walter Stroup

Research output: Contribution to journalArticle

73 Citations (Scopus)

Abstract

Although several neurodevelopmental and psychiatric disorders can emerge during the preschool period, there are comparatively few instruments to assess executive control. Evidence for validity of the Shape School (K. A. Espy, 1997) was examined in a sample of 219 typically developing young children. There was good evidence for validity, as Shape School performance variables were interrelated and were associated to other criterion measures considered to measure aspects of executive control. Also suggesting validity, the Shape School variables varied as a function of whether the task demands (a) were executive, (b) required inhibition of a prepotent response or context-controlled selection among relevant stimulus-response sets, and (c) included unitary or concurrent processing. The Shape School may be an effective tool by which to measure executive control in young children who have atypical developmental patterns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Original languageEnglish
Pages (from-to)373-381
Number of pages9
JournalPsychological Assessment
Volume18
Issue number4
DOIs
Publication statusPublished - Dec 2006

Keywords

  • executive function
  • cognitive assessment
  • preschoolers
  • hierarchical linear modeling
  • general fluid intelligence
  • prefrontal cortex
  • preschool children
  • working memory
  • young children
  • individual differences
  • inhibitory control
  • neural mechanisms
  • visual attention
  • card sort

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