Developmental Differences in the Structure of Executive Function in Middle Childhood and Adolescence

Abstract

Although it has been argued that the structure of executive function (EF) may change developmentally, there is little empirical research to examine this view in middle childhood and adolescence. The main objective of this study was to examine developmental changes in the component structure of EF in a large sample (N = 457) of 7–15 year olds. Participants completed batteries of tasks that measured three components of EF: updating working memory (UWM), inhibition, and shifting. Confirmatory factor analysis (CFA) was used to test five alternative models in 7–9 year olds, 10–12 year olds, and 13–15 year olds. The results of CFA showed that a single-factor EF model best explained EF performance in 7–9-year-old and 10–12-year-old groups, namely unitary EF, though this single factor explained different amounts of variance at these two ages. In contrast, a three-factor model that included UWM, inhibition, and shifting best accounted for the data from 13–15 year olds, namely diverse EF. In sum, during middle childhood, putative measures of UWM, inhibition, and shifting may rely on similar underlying cognitive processes. Importantly, our findings suggest that developmental dissociations in these three EF components do not emerge until children transition into adolescence. These findings provided empirical evidence for the development of EF structure which progressed from unity to diversity during middle childhood and adolescence.