Several studies have demonstrated a robust relation between executive functioning (EF) and Theory of Mind (ToM) in preschoolers, yet the developmental course of this relation in older children...Show moreSeveral studies have demonstrated a robust relation between executive functioning (EF) and Theory of Mind (ToM) in preschoolers, yet the developmental course of this relation in older children remains unclear. This follow-up study examined the concurrent and predictive relations between the EF components inhibition, cognitive flexibility, working memory and ToM skills in 89 typically developing children, aged four to eight years old, over a period of one year. Executive functioning was measured with the Amsterdam Neuropsychological Tasks, a computerized test battery. ToM skills were measured with the Social Cognitive Skills Test. The results showed that inhibition and cognitive flexibility, but not working memory, correlates significantly with ToM skills. None of the EF-components turned out to be an important predictor of ToM skills at one year follow-up. Repeated analyses for the children aged 6 to 8 years old, appears to show an involvement of EF in ToM skills, but further research is needed to investigate this possible relationship more thoroughly.Show less
Background: Executive functions (EF) and social cognition are essential skills for the developing child. These functions start to develop after birth and continue to develop into adulthood. A...Show moreBackground: Executive functions (EF) and social cognition are essential skills for the developing child. These functions start to develop after birth and continue to develop into adulthood. A general relation between EF and development of social cognition was foundhas been established, but needs to be clarifiedrequires further specification. Objective: The aim of this study was to specify the nature of the relation between EF and social cognition. Hereby investigating differences between subcomponents of EF and the influence of age and gender on EF and social cognition. Also the role of “hot” and “cool” EF and social cognition was investigated, to get a more clear perspective on the development of social cognition in younger children. Methods: The sample existed of 101 children, aged four to nine years old. The measurement instruments were the Behavior rating inventory of executive functioningRIEF (adult checklist) and Amsterdamse neurologische NtakenT (computer-based tasks) for measuring executive functions, and Sociaal cognitieve vaardigehden testCVT for social cognition (story-telling task). Correlation, regression analyses and two-way ANOVA’s were used to analyze the data. Results: There were no significant correlations between the (subcomponents of) EF-scores and social cognition, regardless of a division in “hot” and “cool” EF. The correlations between “hot” and “cool” EF and social cognition were not significant. There was a main effect for age on total BRIEF-scores: F(1,50) = 5.03, p = .02 and total ANT-scores: F(1,93) = 33.75, p = < .00. As well as for the SCVT: F(1,95) = 13.85, p = < .00. The influence of executive functioning as measured with the BRIEF on the development of social cognition was calculated with a regression model: R2=.21, F(1,96)=3.34, p <.05. Which is significant, but just for the predictor age, not EF as measured with the BRIEF. This is the same for ANT scores and social cognition. Conclusion: The relation between EF and social cognition was a lot lower than expected. Age was a significant factor for scores on all three tests. The differentiation between “hot” and “cool” aspects did not clarify the nature of the relation between EF and social cognition. EF did not predict scores on social cognition, although the total regressionmodel was significant due to the effects of age. Further research into the nature of EF and social cognition and a way to deal with the effects of age is required.Show less
