Executive function and emotion knowledge in preschool children: test-retest reliability
Date of Issue2016
School of Humanities and Social Sciences
The present study investigated the test-retest reliability of executive function (Flexible Item Selection Task and Day-Night Stroop) and emotion related (Emotion Situation Knowledge and Display Rule) tasks in preschool children. Measures of executive function (EF), Emotion Situation Knowledge and Display Rule were administered to 46 preschool children between the ages of 48-69 months ( M = 56.2) on 2 testing periods with an interval of 2-12 days. Among the battery of four tasks administered, the display rule knowledge section of the Display Rule task had the highest test-retest reliability. The Day-Night Stroop task for EF had the lowest test-retest reliability, as have been observed in previous studies of measures of inhibition among preschool children. Practice effects that contributed to improvements in performance from time 1 to time 2 were detected in the 4-Item FIST and the Emotion Situation Knowledge task, especially among the older group of children. Other tasks recorded moderate levels of reliability which mirrored findings of past research that used similar test-retest intervals. Based on the results, practical implications for studies on EF and emotion competence in preschool children will be discussed.
Final Year Project (FYP)
Nanyang Technological University