View in EDS

Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample.

Saved in:
Bibliographic Details
Title: Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample.
Authors: Hand, Eric D.1,2 (AUTHOR) Hand@psy.fsu.edu, Lonigan, Christopher J.1 (AUTHOR)
Source: Early Childhood Research Quarterly. 2025 4th Quarter, Vol. 73, p39-48. 10p.
Subject Terms: *Attention-deficit hyperactivity disorder, *Preschool children, *Phonological awareness, *Early childhood education, Response inhibition, Externalizing behavior
Abstract: • Inhibition is a unitary process in preschool-age children. • The Inhibition factor was related to early academic outcomes. • The Inhibition factor was related to teachers' ratings of ADHD-related behaviors. Inhibitory processes have been consistently linked to children's academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., the ability to ignore task-irrelevant information) represent two distinct constructs in preschool-age children and may be differentially related to children's academic and behavioral outcomes. However, due to issues with study design, the structure of inhibitory processes and their specific relations to academic and behavioral outcomes remains unclear. The goals of this study were to determine the structure of inhibitory processes with preschool-age children using tasks counterbalanced by measurement method (i.e., computerized vs. non-computerized) and to examine their relations to children's early academic and behavioral outcomes. In this study, 167 preschool-age children were assessed on measures of response inhibition, interference suppression, and early academic skills (i.e., phonological awareness and early math). Teachers of participating children completed a measure of externalizing behaviors (i.e., the CTRS-15). Contrary to the reported results of other studies of preschool-age children, a two-factor model consisting of separate response inhibition and interference suppression factors did not provide a better fit than a one-factor model of inhibition. Results indicated that the unitary Inhibition factor was similarly related to phonological awareness and early math skills. The unitary Inhibition factor was significantly associated with ADHD-related behaviors but not oppositional-defiant behaviors. Implications of findings and future directions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 187594832
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hand%2C+Eric+D%2E%22">Hand, Eric D.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> Hand@psy.fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Lonigan%2C+Christopher+J%2E%22">Lonigan, Christopher J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Research+Quarterly%22">Early Childhood Research Quarterly</searchLink>. 2025 4th Quarter, Vol. 73, p39-48. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Response+inhibition%22">Response inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Externalizing+behavior%22">Externalizing behavior</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: • Inhibition is a unitary process in preschool-age children. • The Inhibition factor was related to early academic outcomes. • The Inhibition factor was related to teachers' ratings of ADHD-related behaviors. Inhibitory processes have been consistently linked to children's academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., the ability to ignore task-irrelevant information) represent two distinct constructs in preschool-age children and may be differentially related to children's academic and behavioral outcomes. However, due to issues with study design, the structure of inhibitory processes and their specific relations to academic and behavioral outcomes remains unclear. The goals of this study were to determine the structure of inhibitory processes with preschool-age children using tasks counterbalanced by measurement method (i.e., computerized vs. non-computerized) and to examine their relations to children's early academic and behavioral outcomes. In this study, 167 preschool-age children were assessed on measures of response inhibition, interference suppression, and early academic skills (i.e., phonological awareness and early math). Teachers of participating children completed a measure of externalizing behaviors (i.e., the CTRS-15). Contrary to the reported results of other studies of preschool-age children, a two-factor model consisting of separate response inhibition and interference suppression factors did not provide a better fit than a one-factor model of inhibition. Results indicated that the unitary Inhibition factor was similarly related to phonological awareness and early math skills. The unitary Inhibition factor was significantly associated with ADHD-related behaviors but not oppositional-defiant behaviors. Implications of findings and future directions are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187594832
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.ecresq.2025.05.003
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 39
    Subjects:
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Response inhibition
        Type: general
      – SubjectFull: Externalizing behavior
        Type: general
    Titles:
      – TitleFull: Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hand, Eric D.
      – PersonEntity:
          Name:
            NameFull: Lonigan, Christopher J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: 2025 4th Quarter
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 08852006
          Numbering:
            – Type: volume
              Value: 73
          Titles:
            – TitleFull: Early Childhood Research Quarterly
              Type: main
ResultId 1