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Problem solving among pre-schoolers: The contribution of Hot and Cool executive function and the moderating role of shyness

Nagy, Brigitta LU (2019) PSYP01 20191
Department of Psychology
Abstract
Problem solving skills are highly related to later life success. Several factors can influence these skills and their development, for example the level of executive function (EF) as well as individual temperamental features. This study examined problem solving performance among young (22-60 months old) children in a cross sectional design. The aim of the study was to explore how different components of EF (Hot, Cool), temperamental shyness, and temperamental inhibitory control, may impact on children’s problem solving behaviour at different ages. The problem solving task was based on a tool-use paradigm for reaching an otherwise inaccessible toy. Besides success or fail in the task, we recorded the time spent after instruction and before... (More)
Problem solving skills are highly related to later life success. Several factors can influence these skills and their development, for example the level of executive function (EF) as well as individual temperamental features. This study examined problem solving performance among young (22-60 months old) children in a cross sectional design. The aim of the study was to explore how different components of EF (Hot, Cool), temperamental shyness, and temperamental inhibitory control, may impact on children’s problem solving behaviour at different ages. The problem solving task was based on a tool-use paradigm for reaching an otherwise inaccessible toy. Besides success or fail in the task, we recorded the time spent after instruction and before engaging in the task, and the amount of time spent working with the tools. Language skills, inhibition, working memory, and delay of gratification were assessed through standardized tasks, while parents provided reports of children’s temperamental shyness and inhibitory control. Results showed that EF measures could be grouped into Hot and Cool EF. Shyness was associated with Hot EF. Problem solving performance was influenced by Cool EF, while total time working with the tools was impacted by Hot EF and its interaction with parent reported inhibitory control. This study showed for the first time how children’s cognitive abilities interact with temperamental features during a practical problem solving task. These findings highlight the need of training both components of EF in academic settings. (Less)
Please use this url to cite or link to this publication:
author
Nagy, Brigitta LU
supervisor
organization
course
PSYP01 20191
year
type
H2 - Master's Degree (Two Years)
subject
keywords
executive function, shyness, inhibitory control, problem solving
language
English
id
8985343
date added to LUP
2019-06-19 13:35:36
date last changed
2019-06-19 13:35:36
@misc{8985343,
  abstract     = {{Problem solving skills are highly related to later life success. Several factors can influence these skills and their development, for example the level of executive function (EF) as well as individual temperamental features. This study examined problem solving performance among young (22-60 months old) children in a cross sectional design. The aim of the study was to explore how different components of EF (Hot, Cool), temperamental shyness, and temperamental inhibitory control, may impact on children’s problem solving behaviour at different ages. The problem solving task was based on a tool-use paradigm for reaching an otherwise inaccessible toy. Besides success or fail in the task, we recorded the time spent after instruction and before engaging in the task, and the amount of time spent working with the tools. Language skills, inhibition, working memory, and delay of gratification were assessed through standardized tasks, while parents provided reports of children’s temperamental shyness and inhibitory control. Results showed that EF measures could be grouped into Hot and Cool EF. Shyness was associated with Hot EF. Problem solving performance was influenced by Cool EF, while total time working with the tools was impacted by Hot EF and its interaction with parent reported inhibitory control. This study showed for the first time how children’s cognitive abilities interact with temperamental features during a practical problem solving task. These findings highlight the need of training both components of EF in academic settings.}},
  author       = {{Nagy, Brigitta}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Problem solving among pre-schoolers: The contribution of Hot and Cool executive function and the moderating role of shyness}},
  year         = {{2019}},
}