Inhibitory control and problem solving in early childhood: Exploring the burdens and benefits of high self-control.

Alexandra Hendry,Tony Charman,Karin C Brocki,Rachael Bedford,Hamish Cloke,Annette Karmiloff‐Smith,Tim J Smith,Matilda A Frick,Ana Maria Portugal,Linn Andersson Konke,Mary A Agyapong,Emily J.H Jones,Hana D'Souza

doi:10.1002/icd.2297

Abstract

Low inhibitory control (IC) is sometimes associated with enhanced problem‐solving amongst adults, yet for young children high IC is primarily framed as inherently better than low IC. Here, we explore associations between IC and performance on a novel problem‐solving task, amongst 102 English 2‐ and 3‐year‐olds (Study 1) and 84 Swedish children, seen at 18‐months and 4‐years (Study 2). Generativity during problem‐solving was negatively associated with IC, as measured by prohibition‐compliance (Study 1, both ages, Study 2 longitudinally from 18‐months). High parent‐reported IC was associated with poorer overall problem‐solving success, and greater perseveration (Study 1, 3‐year‐olds only). Benefits of high parent‐reported IC on persistence could be accounted for by developmental level. No concurrent association was observed between problem‐solving performance and IC as measured with a Delay‐of‐Gratification task (Study 2, concurrent associations at 4‐years). We suggest that, for young children, high IC may confer burden on insight‐ and analytic‐aspects of problem‐solving.

Highlights

Inhibitory control (IC) is a multi-faceted construct encompassing suppression of responses that conflict with goals, and resistance of temptation
In this exploratory study of 102 English 2- and 3-year-olds, we found evidence that IC is concurrently negatively associated with generativity and problem-solving success more generally
Our results indicate that high IC in early childhood may be disadvantageous for both insight-based and analytic problem-solving

Summary

Introduction

Inhibitory control (IC) is a multi-faceted construct encompassing suppression of responses that conflict with goals, and resistance of temptation. High IC amongst toddlers and pre-schoolers is positively associated with a range of later outcomes including academic skills (Allan et al, 2014), physical health (Schlam et al, 2013), behavioural regulation (Buss et al, 2014; Eisenberg et al, 2004; Kochanska & Knaack, 2003), social competence and pro-social behaviour (Kochanska, Murray, & Coy, 1997; Rhoades, Greenberg, & Domitrovich, 2009). These positive predictive associations may mask important nuances regarding contexts in which high IC is and is not adaptive in early childhood

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Conclusion