Jan Boom

The Development of Executive Functions and Early Mathematics: A Dynamic Relationship.

BACKGROUND The relationship between executive functions and mathematical skills has been studied extensively, but results are inconclusive, and how this relationship evolves longitudinally is largely unknown. AIM The aim was to investigate the factor structure of executive functions in inhibition, shifting, and updating; the longitudinal development of executive functions and mathematics; and the relation between them. SAMPLE A total of 211 children in grade 2 (7-8 years old) from 10 schools in the Netherlands. METHOD Children were followed in grade 1 and 2 of primary education. Executive functions and mathematics were measured four times. The test battery contained multiple tasks for each executive function: Animal stroop, local global, and Simon task for inhibition; Animal Shifting, Trail Making Test in Colours, and Sorting Task for shifting; and Digit Span Backwards, Odd One Out, and Keep Track for updating. The factor structure of executive functions was assessed and relations with mathematics were investigated using growth modelling. RESULTS Confirmatory factor analysis (CFA) showed that inhibition and shifting could not be distinguished from each other. Updating was a separate factor, and its development was strongly related to mathematical development while inhibition and shifting did not predict mathematics in the presence of the updating factor. CONCLUSIONS The strong relationship between updating and mathematics suggest that updating skills play a key role in the maths learning process. This makes updating a promising target for future intervention studies.

Phonotactic probability effect in nonword recall and its relationship with vocabulary in monolingual and bilingual preschoolers.

The current study examined to what extent information in long-term memory concerning the distribution of phoneme clusters in a language, so-called long-term phonotactic knowledge, increased the capacity of verbal short-term memory in young language learners and, through increased verbal short-term memory capacity, supported these childrens first and second language vocabulary acquisition. Participants were 67 monolingual Dutch and 60 bilingual Turkish-Dutch 4-year-olds. The superior recall of nonwords with high phonotactic probability compared with nonwords with low phonotactic probability indicated that phonotactic knowledge was supportive for verbal short-term recall in both languages. The extent of this support depended on prior experiences with the language: The Turkish-Dutch children showed a greater phonotactic probability effect in their native language Turkish compared with their Dutch peers, and the monolingual Dutch children outperformed the bilingual Turkish-Dutch children in their native language Dutch. Regression analyses showed that phonotactic knowledge, indicated by the difference in recall of nonwords with high versus low phonotactic probability, was an important predictor of vocabulary in both languages.

The Structure of Executive Functions in Children: A Closer Examination of Inhibition, Shifting, and Updating.

An increasing number of studies has investigated the latent factor structure of executive functions. Some studies found a three-factor structure of inhibition, shifting, and updating, but others could not replicate this finding. We assumed that the task choices and scoring methods might be responsible for these contradictory findings. Therefore, we selected tasks in which input modality was varied, controlled for baseline speed, and used both speed and accuracy scores, in order to investigate whether a three factor model with inhibition, shifting, and updating could still be replicated. In a group of 211 children, who were tested at the beginning of grade 1, at approximately 6 years of age, and again after 18 months, the best fitting model was not the three-factor model, but instead consisted of an updating factor and a combined inhibition and shifting factor, besides two baseline speed factors (verbal and motor). We argue that these results might indicate that the structural organization of executive functions might be different in children than in adults, but that there might also be an alternative explanation: the distinction in executive functions might not accurately represent cognitive structures but instead be a methodological artefact.

Perception of moral atmosphere in school and norm transgressive behaviour in adolescents: An intervention study

How students perceive the moral atmosphere in their school may affect their behaviour in and around school. The perception of the moral atmosphere in school demands an assessment of the majority perspective among students, and is influenced by several individual and group-related characteristics. Can students learn to perceive the moral atmosphere in their school more accurately, and would an increase in perception accuracy reduce students’ norm transgressive behaviour in and around the school? To answer these questions an intervention programme, based on Galperin’s educational theory, was implemented class-wide and evaluated in a field study with a pre-test–post-test control group design with an added delayed post-test. Participants were 752 students from 40 Grade 8 and Grade 10 classes from 9 secondary schools. In hierarchical multiple regression analyses students’ perception of a school’s moral atmosphere, moral self-complexity, and moral judgment contributed to the prediction of norm transgressive behaviour and/or prosocial behaviour. As expected, the intervention produced a more unanimous perception of moral atmosphere (i.e., less variation within a class), particularly among boys. A more unanimous perception of moral atmosphere was negatively related to frequency of self-reported norm transgressive behaviour and positively to pro-social behaviour. The intervention effects on behaviour depended on the school. The significance of these results for the programme is discussed.

Rules in the balance: classes strategies or rules for the balance scale task?

Abstract The Balance Scale Task was recognized in the early 1980s as a way of eliciting different rule-governed response patterns for proportionality reasoning (Siegler, 1981). However, soon other rules than the four defined by Siegler were suggested and doubt was expressed whether task behavior was rule-governed at all. Doubt could emerge since the scoring laid down by Siegler lacked a firm empirical basis. To redress this lack exploratory latent class analysis (LCA) was used with data on 484 children. The number of classes of answer-patterns found was six. Three classes reflected Rules 1, 2, and to a lesser degree 4. One class reflected a rule not considered by Siegler. The last two classes, however, were not rule-like at all. No simple straightforward strategy seemed to be involved. Nevertheless, age trends suggested that at least one of these classes reflected a variety of a complex strategy that replaces Sieglers Rule 3. The paradoxical results of this and previous research can be solved by distinguishing between “classes” as empirically based probabilistically defined collections of responses (bottom up), and “strategies” as involved in responses that are consistent in view of being interpretable as rational.

Moral cognitive processes explaining antisocial behavior in young adolescents

This study addresses the longitudinal relationships between three kinds of moral cognitions — self-serving cognitive distortions, moral judgment, perception of community — and antisocial behavior in young adolescents. Aims were to gain insight in direct and indirect relationships, stability, and causality. The sample included 724 students (M age = 14.52, SD =.67) from prevocational secondary schools in the Netherlands. Both self reports and teacher reports were filled out twice, with a time-interval of four months. Students exhibited high rates of aggression, vandalism, and stealing, indicating that they form an at-risk group for antisocial behavior. Positive associations were found between self-serving cognitive distortions and antisocial behavior and between moral judgment and perception of community, while negative associations were found between perception of community and both self-serving cognitive distortions and antisocial behavior. Longitudinal structural equation models established a moderate to high stability of the moral cognitions and antisocial behavior, and indicated that self-reported antisocial behavior primarily preceded self-serving cognitive distortions. Although moderation by sex and ethnicity was established, differences between the groups appeared to be modest. The consequences of these findings for prevention and treatment of antisocial behavior are discussed.

Applications of confirmatory latent class analysis in developmental psychology

In the field of developmental, psychology researchers may have several competing theories with respect to their research subject. In this paper an approach will be proposed that can be used to select the best of these theories. It will be shown that a theory can be translated in a constrained latent class model using inequality constraints. This can be done for several (possibly competing) theories. Subsequently, fit-measures can be used to determine which model (and thus which theory) is supported most by the data. The approach will be introduced using data with respect to self-reported child and adult antisocial behaviour. It will be further illustrated using data obtained using the figural intersection task.

Hierarchical structure of moral stages assessed by a sorting task

Following criticism of Kohlbergs theory of moral judgment, an empirical re-examination of hierarchical stage structure was desirable. Utilizing Piagets concept of reflective abstraction as a basis, the hierarchical stage structure was investigated using a new method. Study participants (553 Dutch university students and 196 Russian high school students) sorted statements in terms of moral sophistication. These statements were typical for the different stages of moral development as defined in Colby and Kohlberg. The rank ordering performed by participants confirmed the hypotheses. First, despite large individual variation, the ordering of the statements that gave the best fit revealed that each consecutive Kohlbergian stage was perceived to be more morally sophisticated. Second, the lower the stage as represented by the items, the higher the agreement among the participants in their ranking; and the higher the stage as represented by the items, the lower the agreement among the participants in the rankings. Moreover, the pivotal point depended on the developmental characteristics of the sample, which demonstrated a developmental effect: The ordering of statements representative of moral stages below ones own current stage was straightforward, whereas the ordering of statements above ones own stage was difficult. It was concluded that the Piagetian idea of reflective abstraction can be used successfully to operationalize and measure the hierarchical nature of moral development.

The teacher's role in supporting young children's level of play engagement

This paper discusses the results of a study of the relationships between teacher behaviour and the level of play engagement in two- and three-year-old children in Dutch childcare centres. We found that the continuous proximity of the teacher had the greatest impact on the level of play engagement, while the teachers walking around and only brief contacts with the children had a negative impact. In line with earlier studies, two-sided and reciprocal interactions between teacher and children also yielded positive results for play engagement. Both our quantitative and qualitative analyses showed a strong co-variation of variables. When the teacher paid only brief visits, and peers also walked in and out, there was a greater likelihood of one-sided interactions, When the teacher was always nearby, we observed the opposite. Dutch teachers spend most of their time walking around. Their pedagogy seems to be based on a model of individual care and control and insensitiveness of group dynamic processes.

Can at-risk young adolescents be popular and anti-social? Sociometric status groups, anti-social behaviour, gender and ethnic background

This study aimed to extend the understanding of anti-social behaviour and its association with popularity and sociometric status in a sample of at-risk adolescents from diverse ethnic backgrounds (n = 1491, average age 14.7 years). Both overt and covert types of anti-social behaviour were used to distinguish subgroups. These subgroups were created on the basis of anti-social behaviour profile scores, using Latent Class Analysis. Moderator effects of gender and ethnic background were investigated using a log-linear analysis. The main finding was that each sociometric status group consisted of subgroups that differed in terms of prevalence of self-reported anti-social behaviour. At-risk young adolescents who reported involvement in anti-social behaviour appeared in every status group, including the popular group. Implications for school prevention programmes for anti-social behaviour are discussed.