Abstract
The current study examined whether a variety of dimensions of executive function predicted trajectories of emotion dysregulation among preschool children with behavior problems. This study focused on 199 3-year-old children with parent-reported behavior problems who took part in a larger longitudinal study. Results revealed that response inhibition and working memory were not predictive of later emotion dysregulation. Gender differences emerged for delay aversion and attentional control. Boys who performed better on delay aversion tasks exhibited lower emotion dysregulation related to threat 2 years later, whereas girls who performed better on delay aversion tasks exhibited higher threat-related emotion dysregulation 2 years later. Better performance on a visual attention task significantly predicted decreasing threat-related emotion dysregulation slopes for boys but not for girls. Finally, girls who made more omission errors on a continuous performance task exhibited higher emotion dysregulation related to frustrative-nonreward 2 years later. Results suggest that specific facets of executive function may play an important role in difficulties with emotion dysregulation during the preschool years and that this pattern may differ across boys and girls.
Similar content being viewed by others
Notes
For the larger study, a separate version of the BASC for school-aged children was given at Time 4 when children were 6 years old; data from this version were not used in the present study because the BASC items differed from those on the preschool version, and there were not sufficient items that overlapped between the two versions. Thirty-two participants had just turned 6 by the time they could be scheduled at Time 3. For the present study, their Time 3 BASC-PRS scores were not used and instead treated as missing data.
We conducted follow-up analyses to test whether one component of the Delay composite measure was driving the significant interaction. In predicting Threat Emotion Dysregulation intercepts, the Gender X M&M® interaction (γ = .12, SE = .04, p = .003) and Gender X Present Delay interaction (γ = .06, SE = .04, p = .125) were in the same direction, but only the former reached significance. Similarly, for boys, the relation between the M&M® task and Threat Emotion Dysregulation intercepts (γ = −.09, SE = .04, p = .015) and the relation between the Present Delay and Threat Emotion Dysregulation intercepts (γ = −.06, SE = .03, p = .081) were in the same direction, but only the former reached significance. For girls, neither the relation between the M&M® task and Threat Emotion Dysregulation intercepts (γ = .05, SE = .03, p = .067) nor the relation between the Present Delay and Threat Emotion Dysregulation intercepts (γ = .02, SE = .03, p = .521) were significant even though the relation was significant for the Delay composite. Thus, coefficients for the M&M® and Present Delay tasks varied in significance, and this pattern may vary across gender; however, the magnitude of the differences between the M&M® and Present Delay task coefficients were small and would require a much larger sample to have sufficient power to determine if these coefficients are significantly different from each other.
References
Banks, S. J., Eddy, K. T., Angstadt, M., Nathan, P. J., & Phan, K. L. (2007). Amygdala–frontal connectivity during emotion regulation. Social Cognitive and Affective Neuroscience, 2(4), 303–312. https://doi.org/10.1093/scan/nsm029.
Bechara, A., Damasio, H., & Damasio, A. R. (2000). Emotion, decision making and the orbitofrontal cortex. Cerebral Cortex, 10(3), 295–307. https://doi.org/10.1093/cercor/10.3.295.
Belsky, J., Friedman, S. L., & Hsieh, K. H. (2001). Testing a core emotion-regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development? Child Development, 72(1), 123–133. https://doi.org/10.1111/1467-8624.00269.
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x.
Blankson, A. N., O’Brien, M., Leerkes, E. M., Marcovitch, S., Calkins, S. D., & Weaver, J. M. (2013). Developmental dynamics of emotion and cognition processes in preschoolers. Child Development, 84(1), 346–360. https://doi.org/10.1111/j.1467-8624.2012.01841.
Breaux, R. P., Griffith, S. F., & Harvey, E. A. (2016). Preschool neuropsychological measures as predictors of later attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 44(8), 1455–1471. https://doi.org/10.1007/s10802-016-0140-1.
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489–510. https://doi.org/10.1016/j.cogdev.2007.08.002.
Chaplin, T. M., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139, 735–765. https://doi.org/10.1037/a0030737.
Conners, K. C. (2001). Conners’ kiddie continuous performance test. Toronto, Canada: Multi- Health Systems Inc..
Denham, S. A., Bassett, H. H., Thayer, S. K., Mincic, M. S., Sirotkin, Y. S., & Zinsser, K. (2012). Observing preschoolers’ social-emotional behavior: Structure, foundations, and prediction of early school success. The Journal of Genetic Psychology, 173(3), 246–278. https://doi.org/10.1080/00221325.2011.597457.
Eisenberg, N., Spinrad, T. L., Eggum, N. M., Silva, K. M., Reiser, M., Hofer, C., Smith, C. L., Gaertner, B. M., Kupfer, A., Popp, T., & Michalik, N. (2010). Relations among maternal socialization, effortful control, and maladjustment in early childhood. Development and Psychopathology, 22, 507–525. https://doi.org/10.1017/S0954579410000246.
Ferrier, D. E., Bassett, H. H., & Denham, S. A. (2014). Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition-emotion linkage. Frontiers in Psychology, 5, 1–12. https://doi.org/10.3389/fpsyg.2014.00487.
Gaertner, B. M., Spinrad, T. L., & Eisenberg, N. (2008). Focused attention in toddlers: Measurement, stability, and relations to negative emotion and parenting. Infant and Child Development, 17(4), 339–363. https://doi.org/10.1002/ICD.580.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31–60. https://doi.org/10.1037/0033-2909.134.1.31.
Graziano, P. A., Calkins, S. D., & Keane, S. P. (2011). Sustained attention development during the toddlerhood to preschool period: Associations with toddlers’ emotion regulation strategies and maternal behaviour. Infant and Child Development, 20(6), 389–408. https://doi.org/10.1002/icd.731.
Griffith, S., Arnold, D., Rolon-Arroyo, B., & Harvey, E. (2019). Neuropsychological predictors of ODD symptom dimensions in young children. Journal of Clinical Child and Adolescent Psychology, 48, 80–92. https://doi.org/10.1080/15374416.2016.1266643.
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). New York, NY: Guilford Press.
Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174(6), 642–663. https://doi.org/10.1080/00221325.2012.759525.
Hill, A. L., Degnan, K. A., Calkins, S. D., & Keane, S. P. (2006). Profiles of externalizing behavior problems for boys and girls across preschool: The roles of emotion regulation and inattention. Developmental Psychology, 42(5), 913–928. https://doi.org/10.1037/0012-1649.42.5.913.
Hongwanishkul, D., Happaney, K. R., Lee, W. S. C., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28(2), 617–644. https://doi.org/10.1207/s15326942dn2802_4.
Insel, T., Cuthbert, B., Garvey, M., Heinssen, R., Kozak, M., Pine, D. S., & Wang, P. (2010). Research domain criteria (RDoC): Toward a new classification framework for research on mental disorders. American Journal of Psychiatry, 167(7), 748–751. https://doi.org/10.1176/appi.ajp.2010.09091379.
Jones, L. B., Rothbart, M. K., & Posner, M. I. (2003). Development of executive attention in preschool children. Developmental Science, 6(5), 498–504. https://doi.org/10.1111/1467-7687.00307.
Kalpidou, M. D., Power, T. G., Cherry, K. E., & Gottfried, N. W. (2004). Regulation of emotion and behavior among 3- and 5-year-olds. The Journal of General Psychology, 131(2), 159–178. https://doi.org/10.3200/GENP.131.2.159-180.
Keenan, K., & Shaw, D. (1997). Developmental and social influences on young girls’ early problem behavior. Psychological Bulletin, 121(1), 95–113. https://doi.org/10.1037/0033-2909.121.1.95.
Kieras, J. E., Tobin, M., Graziano, W. G., & Rothbart, M. K. (2005). You can’t always get what you want: Effortful control and children’s responses to undesirable gifts. Psychological Science, 16(5), 391–397. https://doi.org/10.1111/j.1467-9280.2008.02246.x.
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220–232. https://doi.org/10.1037/0012-1649.36.2.220.
Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L., & Vandegeest, K. A. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67(2), 490–507. https://doi.org/10.1111/j.1467-8624.1996.tb01747.x.
Korkman, M., Kirk, U., & Kemp, S. (1998). NEPSY: A developmental neuropsychological assessment. Boston, MA: The Psychological Association.
Leerkes, E. M., Paradise, M., O’Brien, M., Calkins, S. D., & Lange, G. (2008). Emotion and cognition processes in preschool children. Merrill-Palmer Quarterly, 54(1), 102–124. https://doi.org/10.1353/mpq.2008.2009.
Liebermann, D., Giesbrecht, G. F., & Müller, U. (2007). Cognitive and emotional aspects of self-regulation in preschoolers. Cognitive Development, 22, 511–529. https://doi.org/10.1016/j.cogdev.2007.08.005.
Li-Grining, C. P. (2007). Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences. Developmental Psychology, 43(1), 208–221. https://doi.org/10.1037/0012-1649.43.1.208.
Morales, M., Mundy, P., Crowson, M. M., Neal, A. R., & Delgado, C. E. F. (2005). Individual differences in infant attention skills, joint attention, and emotion regulation behaviour. International Journal of Behavioral Development, 29(3), 259–263. https://doi.org/10.1177/01650250444000432.
Múthen, L. K. & Múthen, B. O. (1998-2017). Mplus user's guide (8th ed.). Los Angeles, CA: Muthén & Muthén.
Ochsner, K. N., & Gross, J. J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9(5), 242–249. https://doi.org/10.1016/j.tics.2005.03.010.
Raver, C. C. (1996). Relations between social contingency in mother-child interaction and 2-year-olds' social competence. Developmental Psychology, 32(5), 850–859. https://doi.org/10.1037/0012-1649.32.5.850.
Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children manual. Circle Pines, MN: American Guidance Service.
Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology, 13(1), 53–67. https://doi.org/10.1017/S0954579401001043.
Seymour, K. E., Chronis-Tuscano, A., Halldorsdottir, T., Stupica, B., Owens, K., & Sacks, T. (2012). Emotion regulation mediates the relationship between ADHD and depressive symptoms in youth. Journal of Abnormal Child Psychology, 40(4), 595–606. https://doi.org/10.1007/s10802-011-9593-4.
Silk, J. S., Shaw, D. S., Forbes, E. E., Lane, T. L., & Kovacs, M. (2006). Maternal depression and child internalizing: The moderating role of child emotion regulation. Journal of Clinical Child and Adolescent Psychology, 35(1), 116–126. https://doi.org/10.1207/s15374424jccp3501_10.
Steinberg, E. A., & Drabick, A. G. (2015). A developmental psychopathology perspective on ADHD and comorbid conditions: The role of emotion regulation. Child Psychiatry and Human Development, 46(6), 951–966. https://doi.org/10.1007/s10578-015-0534-2.
Sterba, S. K., Prinstein, M. J., & Cox, M. J. (2007). Trajectories of internalizing problems across childhood: Heterogeneity, external validity, and gender differences. Development and Psychopathology, 19, 345–366. https://doi.org/10.1017/S0954579407070174.
Supplee, L. H., Skuban, E. M., Trentacosta, C. J., Shaw, D. S., & Stoltz, E. (2011). Preschool boys’ development of emotional self-regulation strategies in a sample at risk for behavior problems. The Journal of Genetic Psychology, 172(2), 95–120. https://doi.org/10.1080/00221325.2010.510545.
Tremblay, R. E. (2000). The development of aggressive behaviour during childhood: What have we learned in the past century? International Journal of Behavioral Development, 24(2), 129–141. https://doi.org/10.1080/016502500383232.
Wang, M., & Saudino, K. J. (2013). Genetic and environmental influences on individual differences in emotion regulation and its relation to working memory in toddlerhood. Emotion, 13(6), 1055–1067. https://doi.org/10.1037/a0033784.
Zahn-Waxler, C., Shirtcliff, E. A., & Marceau, K. (2008). Disorders of childhood and adolescence: Gender and psychopathology. Annual Review of Clinical Psychology, 4, 275–303. https://doi.org/10.1146/annurev.clinpsy.3.022806.091358.
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6, 354–360. https://doi.org/10.1111/j.1750-8606.2012.00246.x.
Zelazo, P. D., & Cunningham, W. A. (2007). Executive function: Mechanisms underlying emotion regulation. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 135–158). New York: Guilford.
Zelazo, P. D., & Müller, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 445-469). Oxford, UK: Blackwell. https://doi.org/10.1002/9781444325485.ch22.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Funding
This research was supported by a grant from the National Institutes of Health (R01 MH60132) awarded to the third author.
Conflict of Interest
The authors declare that they have no conflict of interest.
Ethical Approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Binder, A.S., Brown, H.R. & Harvey, E.A. Executive Function and Trajectories of Emotion Dysregulation in Children with Parent-Reported Behavior Problems. J Abnorm Child Psychol 48, 481–493 (2020). https://doi.org/10.1007/s10802-019-00616-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10802-019-00616-4