Wang Yiji, Ji Huayu
Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China.
Dev Psychopathol. 2025 May;37(2):645-655. doi: 10.1017/S0954579424000415. Epub 2024 Feb 28.
Despite the well-established link between children's executive function and behavioral adjustment, it remains unclear whether the hot and cool aspects of executive function are uniquely associated with children's behavioral problems. Using longitudinal data spanning in the grade school ( = 1,140), this study aimed to examine whether hot and cool executive function skills may be uniquely related to the development of behavioral problems. Hot and cool executive function skills were measured with tasks, standardized tests, and questionnaires at 54 months and in the first grade, respectively. Internalizing and externalizing problems were evaluated by teachers using questionnaires throughout the grade school. The results indicated that, independent of each other, hot and cool executive function skills were uniquely and negatively related to the development of internalizing and externalizing problems over time at the between-individual level, adjusting for within-individual fluctuations. Moreover, internalizing and externalizing problems were positively related at the between-individual level across the grade school. Findings provide needed evidence to clarify the relations between hot and cool executive function and children's behavioral problems, emphasizing the importance of both aspects of executive function in understanding the development of behavioral problems in school-age children.
尽管儿童执行功能与行为调节之间的联系已得到充分证实，但执行功能的热成分和冷成分是否分别与儿童的行为问题相关仍不明确。本研究利用小学阶段的纵向数据（n = 1140），旨在检验执行功能的热技能和冷技能是否分别与行为问题的发展相关。执行功能的热技能和冷技能分别在54个月和一年级时通过任务、标准化测试及问卷进行测量。小学阶段教师通过问卷对内化问题和外化问题进行评估。结果表明，在个体间层面，排除个体内部波动的影响后，执行功能的热技能和冷技能各自独立地与内化问题和外化问题的发展呈独特的负相关。此外，在小学阶段的个体间层面，内化问题和外化问题呈正相关。研究结果为阐明执行功能的热成分和冷成分与儿童行为问题之间的关系提供了必要证据，强调了执行功能的这两个方面在理解学龄儿童行为问题发展中的重要性。
