Presentation Title

The Relationship Between Social Competence and Executive Functioning in Disadvantaged Preschool Age Children

Panel Name

Advances in Psychology: Emotion, Memory, and Social Competence

Location

Lecture Center Concourse

Start Date

3-5-2019 3:00 PM

End Date

3-5-2019 5:00 PM

Presentation Type

Poster Session

Academic Major

Psychology

Abstract

Executive functioning (EF) describes a variety of cognitive skills necessary for an individual’s everyday life to achieve goal-directed behavior (O’ Toole, Monks, & Tsermentselli, 2017; Poon, 2018). EF has been associated with early social development, there are gaps in understanding which components of EF are most important (Nilsen & Valcke, 2018; Gomes & Livesey, 2008). This study seeks to explore the relative importance of hot and cold EF to peer relations. 33 children were recruited to the study. Tasks included a measure of response inhibition, Head Toes Knees and Shoulders (HTKS), and of cognitive flexibility, Dimensional Change Card Sort (DCCS). The Teacher Report of Social Competence (TSCPB) assessed social functioning. Bivariate correlations were used to ass Global executive functioning skills, as reported via questionnaire, were found to be significantly associated with social competence.

Select Where This Work Originated From

Departmental Honors Thesis

First Faculty Advisor

Dr. Leslie Halpern

First Advisor Email

lhalpern@albany.edu

First Advisor Department

Psychology

Second Faculty Advisor

Dr. Hormes

Second Faculty Advisor Email

jhormes@albany.edu

The work you will be presenting can best be described as

Finished or mostly finished by conference date

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May 3rd, 3:00 PM May 3rd, 5:00 PM

The Relationship Between Social Competence and Executive Functioning in Disadvantaged Preschool Age Children

Lecture Center Concourse

Executive functioning (EF) describes a variety of cognitive skills necessary for an individual’s everyday life to achieve goal-directed behavior (O’ Toole, Monks, & Tsermentselli, 2017; Poon, 2018). EF has been associated with early social development, there are gaps in understanding which components of EF are most important (Nilsen & Valcke, 2018; Gomes & Livesey, 2008). This study seeks to explore the relative importance of hot and cold EF to peer relations. 33 children were recruited to the study. Tasks included a measure of response inhibition, Head Toes Knees and Shoulders (HTKS), and of cognitive flexibility, Dimensional Change Card Sort (DCCS). The Teacher Report of Social Competence (TSCPB) assessed social functioning. Bivariate correlations were used to ass Global executive functioning skills, as reported via questionnaire, were found to be significantly associated with social competence.