Hot Executive Function Assessment Instruments in Preschool Children: A Systematic Review
Abstract
:1. Introduction
2. Materials and Methods
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Instrument | Evaluated Function | Amount | Author | Psicometric Aspects |
---|---|---|---|---|
Less is More Task (LMT) | Inverse reward contingency | 1 | (Chi et al., 2018) [35] | Internal consistency = 0.9. Intraclass correlation Coefficient (ICC) = 0.97 |
Sticker Search (SS) | Decision making | 1 | (Chi et al., 2018) [35] | Internal consistency = 0.91. Intra class correlation Coefficient (ICC) = 0.97 |
Emotional Flexible Item Selection Task (EM-FIST) | Affective flexibility | 1 | (Martins et al., 2018) [36] | Not reported in this article |
The Emotion Regulation Checklist (ERC) | Emotional regulation | 1 | (Martins et al., 2018) [36] | Significance level of α = 0.63 |
Iowa Gambling Task (IGT) | Decision making | 1 | (Garon y Longard, 2015) [37] | Not reported in this article |
Children’s Gambling Task(ChGT) | Decision making | 6 | (Hongwanishkul et al., 2005 [18]; Kerr y Zelazo, 2004 [38]; O’Toole et al., 2017 [39], 2018 [40]; Poland et al., 2016 [41]; Putko, 2013 [42]) | Not reported in this article |
Delay of Gratification task (DGT) | Gratification delay | 9 | (Beck et al., 2020 [43]; Hodel et al., 2016 [44]; Hongwanishkul et al., 2005 [18]; Imuta et al., 2014 [45]; Mulder et al., 2014 [46]; Pellizzoni et al., 2019 [47]; Slot et al., 2017 [48]; Talwar et al., 2011 [49]) | The test-retest reliability is 0.99. (Pellizzoni et al., 2019) [47]. Kappa (n = 53): 0.89 for tactile behavior and 0.74 for tearing the wrapping paper (Mulder et al., 2014) [46]. |
Gift Delay task (GDT) | Gratification Delay | 6 | (Montroy et al., 2019 [11]; O’Toole et al., 2018 [40]; Pellizzoni et al., 2019 [47]; Poland et al., 2016 [41]; Slot et al., 2017 [48]; Talwar et al., 2011 [49]). | The test-retest reliability is 0.97 for latency and 0.88 for violations (Pellizzoni et al., 2019) [47]. Latency to first glance (in seconds) was used in all analyses (ICC = 0.86–0.96), as it was available in all four studies (n = 1750) (Merz et al., 2014 [50], 2016 [51]; Sulik et al., 2010 [52]). Latency scores are highly correlated with other rating scores often derived from the task (r> 0.70) (Montroy et al., 2019) [10]. Reliability is tested in 10–20% of cases. K = 0.95 (Pauli-Pott et al., 2017) [53]. Factor loadings for each of the indicators of the latent constructs of hot executive functions were ≥ 0.77 and ≥0.41, respectively (all pags <0.001) (Slot et al., 2017) [48]. |
Dimensional Change card Sort (DCCS) | Flexiblity-Hot Version and Gratification delay | 2 | (Beck et al., 2011 [54]; Talwar et al., 2011 [49]) | Overall same-day test-retest reliability (ICC = 75) on three of the tasks: Conflict-Cool, Conflict-Hot, and Delay-Hot. Delay-Cool, test-retest reliability did not meet psychometric standards (ICC 1⁄4 0.49) (Beck et al., 2011) [54]. |
Snack Delay Task (SDT) | Gratification delay | 2 | (Alesi et al., 2018 [55]; Slot et al., 2017 [48]) | The factor loadings for each of the indicators of the latent constructs for hot executive functions were ≥ 0.77 and ≥0.41, respectively (all pags <0.001) (Alesi et al., 2018) [55]. |
Gift Wrap Task (GWT) | Gratification delay | 4 | (Alesi et al., 2018 [55]; Finch y Obradović, 2017 [56]; O’Toole et al., 2017 [39]; Pauli-Pott et al., 2017 [53]) | Not reported in this article |
Preschool Self-Regulation Assessment (PSRA) | Self-regulation | 4 | (Bassett et al., 2012 [57]; Denham et al., 2012 [58]; Finch y Obradović, 2017 [56]; Walczak y Chrzan-Dętkoś, 2018 [59]) | The correlation coefficient between the two raters (two-way random model) in nine children was equal to 0.99 (Walczak y Chrzan-Dętkoś, 2018) [59]. Confirmatory factor analyses showed two components at each time point—hot and cold executive control—and cross-time correlations showed significant stability of individual differences (Bassett et al., 2012) [57]. (SR, α = 0.96) (Finch y Obradović, 2017) [56] |
Teacher-reported (EFIn) | Child behavioral rating | 1 | (Montroy et al., 2019) [11] | Both scales were highly correlated, r = 0.76, and belong to the CBQ effort control factor (Rothbart et al., 2001) [60], subsequently averaged to create a single score (Sulik et al., 2010) [52]. |
Maudsley’s Index of Childhood Delay Aversion (MIDA) adapted version | Aversion to delay | 1 | (Hodel et al., 2016) [45] | High test-retest reliability among participants (Kuntsi et al., 2001) [61]. |
Cookie-Delay Task (CDT) | Gratification delay | 1 | (Pauli-Pott et al., 2017) [53] | Factorial and construct validity (Dalen et al., 2004 [62]; Pauli-Pott et al., 2014 [63]). Reliability is tested in 10–20% of cases. ICC = 0.99 |
Stranger-with-Toys (SwT) | Gratification delay | 1 | (Pauli-Pott et al., 2017) [53] | Reliability is proven in 10–20% of cases. ICC = 0.90 |
Test | Author | Description |
---|---|---|
LMT | (Chi et al., 2018) [35] | (Carlson et al., 2005) [64]. The test has two levels: the first with 12 trials (choose between large and small candy tray). The second with 16 trials (two puppets, same rule and reverse reward). Duration: 18 min approximately. |
SS | (Chi et al., 2018) [35] | (Choi y Song, 2013) [65]. The test uses 16 boxes with transparent lids, the child receives a reward when he or she selects the correct box. |
EM-FIST. | (Martins et al., 2018) [36] | Version adapted from Mărcuş et al., (2015) [66]. The test presents 2 demonstration trials, 4 practice trials and 12 application trials; in them, children are shown cards with emotional and non-emotional characteristics. |
ERC | (Martins et al., 2018) [36] | (Shields y Cicchetti, 1997) [67]. A 4-point Likert-type scale with 24 items. The ERC is composed of two different scales: a Negativity/Likability scale and the Emotion Regulation Scale. |
IGT | (Garon y Longard, 2015) [37] | Children’s version of the Iowa Gambling Task. The administration of this task was inspired by Garon y Moore (2004) [68]. Sixty trials where children choose between two decks of cards and are told that the bear symbol would lead to winning a reward while the tiger symbol would lead to losing a reward, are presented. |
ChGT | (Hongwanishkul et al., 2005 [18]; Kerr y Zelazo, 2004 [38]; O’Toole et al., 2017 [39], 2018 [40]; Poland et al., 2016 [41]; Putko, 2013 [42]) | Simplified version of the Iowa Gambling Task (Bechara et al., 1994) [69] and adapted by Kerr y Zelazo (2004) [38]. Six demonstration trials and 50 test trials are presented, where children choose between two decks of cards and are told that the happy face corresponds to a reward while the sad face corresponds to the loss of a reward. |
GDT o GWT | (Alesi et al., 2018 [55]; Finch y Obradović, 2017 [56]; Montroy et al., 2019 [11]; O’Toole et al., 2017 [39], 2018 [40]; Pauli-Pott et al., 2017 [53]; Pellizzoni et al., 2019 [47]; Poland et al., 2016 [41]; Slot et al., 2017 [48]; Talwar et al., 2011 [49]) | (Carlson et al., 2005 [64]; Carlson y Moses, 2001 [70]; Kochanska et al., 1996 [71], 2000 [72]; Petersen et al., 2016 [73]). The task consists of telling children that they will receive a present, but that they cannot look at it while the experimenter noisily wraps the present, duration: one minute. |
DCCS | (Beck et al., 2011 [54]; Talwar et al., 2011 [49]) | Adapted from Zelazo (2006) [74]. Card sorting task, which in the hot version shows candies. First, it is sorted by shapes, where after 6 consecutive correct attempts, it is sorted by colors, then 12 trials are performed with instructions changing if a star appears on the card. |
SDT | (Alesi et al., 2018 [55]; Slot et al., 2017 [48]) | (Kochanska et al., 1996 [71], 1997 [75], 2000 [72]). The activity consists of showing children an attractive object, and then being asked to try not to touch it until the research assistant has completed another task. |
PSRA | (Bassett et al., 2012 [57]; Denham et al., 2012 [58]; Finch y Obradović, 2017 [57]; Walczak y Chrzan-Dętkoś, 2018 [59]) | (Smith-Donald et al., 2007) [76]. The PSRA is a battery composed of 10 tests that evaluate self-regulation. Within these tests, 4 correspond to evaluation of warm EFs, specifically delay of gratification (Toy Wrap, Toy Wait, Snack Delay and Tongue Task). It is performed through observing a child’s behavior, with interpretations that suggest the activation of areas in the nervous system. |
EFIn | (Montroy et al., 2019) [11] | (Merz et al., 2014 [50], 2016 [51]; Sulik et al., 2010 [52]). This questionnaire is answered by teachers and is composed of two scales: 13-item attention concentration scale and 14-item inhibitory control scale from the Child Behavior Questionnaire (CBQ) (Rothbart et al., 2001) [57]. |
MIDA | (Hodel et al., 2016) [44] | Version adapted from Kuntsi et al., (2001) [61]. The task consists of a computer game set in a spaceship environment, where one must shoot asteroids to save a fictitious planet and receive rewards according to the time one waits to shoot. |
CDT | (Pauli-Pott et al., 2017) [53] | (Carlson et al., 2005 [64]; Petersen et al., 2016 [73]). In this task, the child is instructed to wait for a bell to ring before he or she can retrieve a candy that is being covered by a transparent cup. Six trials are performed, plus one practice trial, with delay intervals between 10 and 40 s. |
SwT | (Pauli-Pott et al., 2017) [53] | (Asendorpf, 1990 [77]; Pauli-Pott et al., 2014 [63]). In this task, the child sits at a table with an unappealing toy. A stranger enters the room, with interesting toys, and plays with them while not assisting the child. After 3 min, he invites the child to play with him along with the toys, for 2 min. |
Among the Delay of Gratification Task (DGT) instruments, it is possible to distinguish three different tasks. | ||
DGT | (Beck et al., 2020 [43]; Hodel et al., 2016 [44]; Hongwanishkul et al., 2005 [17]) | Prencipe y Zelazo Version (2005) [78] adapted from Thompson et al., (1997) [79]. The test presents 9 test types, created by crossing 3 reward types and 3 choice types (one now and two later, one now and four later, one now and six later), with 2 demonstration tests at the beginning. In the article by Hodel et al., (2016) [44] only 2 reward types are presented. |
DGT | (Beck et al., 2020 [43]; Imuta et al., 2014 [45]; Talwar et al., 2011 [49]) | (Mischel et al., 1989 [80]; Mischel y Ebbesen, 1970 [81]). Two rewards are presented, a small one (2 pieces) and a large one (10 pieces), the child being evaluated must wait to obtain the larger reward. |
DGT | (Mulder et al., 2014 [46]; Pellizzoni et al., 2019 [47]; Slot et al., 2017 [45]) | Adapted from Kochanska et al., (1996 [71], 2000 [72]). The activity consists of instructing the child to try not to touch the gift for a delay of 1 min. |
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Mehsen, V.; Morag, L.; Chesta, S.; Cleaton, K.; Burgos, H. Hot Executive Function Assessment Instruments in Preschool Children: A Systematic Review. Int. J. Environ. Res. Public Health 2022, 19, 95. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19010095
Mehsen V, Morag L, Chesta S, Cleaton K, Burgos H. Hot Executive Function Assessment Instruments in Preschool Children: A Systematic Review. International Journal of Environmental Research and Public Health. 2022; 19(1):95. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19010095
Chicago/Turabian StyleMehsen, Vannia, Lilian Morag, Sergio Chesta, Kristol Cleaton, and Héctor Burgos. 2022. "Hot Executive Function Assessment Instruments in Preschool Children: A Systematic Review" International Journal of Environmental Research and Public Health 19, no. 1: 95. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19010095