Abstract
We tested a core assumption of the bidirectional model of executive function (EF) (Blair & Ursache, 2011) indicating that EF is dependent on arousal. From a bottom-up perspective the performance on EF tasks is assumed to be curvilinearly related to arousal, with very high or low levels of arousal impairing EF. N = 107 4and 6-year-olds’ performance on EF tasks was explored as a function of a weak stress manipulation aiming to raise children’s emotional arousal. EF (Stroop, Flanker, Go/no-go, and Backwards Color Recall) was assessed and stress was induced in half of the children by imposing a mild social-evaluative threat. Furthermore, children’s temperament was assessed as a potential moderator. We found that stress effects on children’s EF performance were moderated by age and temperament: 4-year-olds with high Inhibitory Control and high Attentional Focusing were negatively affected by the stressor. However, it is unclear whether these effects were mediated by self-reported arousal. Our findings disconfirmed the hypotheses that adverse effects of the stressor are particularly high in children high on emotional reactivity aspects of temperament and low on self-regulatory aspects of temperament. Further, 6-year-olds did not show any stress effects. Results will be discussed within the framework of the Yerkes-Dodson law and with regard to stress manipulations in children.
Highlights
In many ways, successful adaptation to early school contexts requires an effective balance between emotion and cognition (Blair, 2002; Raver, 2002)
Inter-correlations of executive function (EF) tasks were low to moderate which is a typical finding in children of this age group
We tested a core assumption of the bidirectional model of EF (Blair & Ursache, 2011) indicating that EF is dependent on stress arousal
Summary
Successful adaptation to early school contexts requires an effective balance between emotion and cognition (Blair, 2002; Raver, 2002). Maintaining an appropriate level of emotional arousal facilitates rather than impedes the application of higher order cognitive functions like executive functions (EFs) to tasks important for learning (Blair & Dennis, 2010). At present little is known about the specific relationship between emotional arousal and EF in children around the transition to school. This knowledge is crucial in the context of early childhood education as it serves to inform educators about the extent to which particular types of experiences and educational curricula lead to optimal levels of arousal and engagement (Blair & Ursache, 2011). We explored the relation between age, emotional arousal, and performance on EF tasks in a sample of 4- and 6-year-olds
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