Unity or Diversity in Executive Functions: Examining the Three-Factor Model in Young Children

Abstract

Executive functions (EFs) as a set of cognitive processes play a crucial role in developing children's higher mental functions and academic success. Regardless of the number of studies conducted on EFs, current findings on the structure of cognitive functions as a whole or multifaceted construct are mixed. This study aims to evaluate and compare the latent factor structure of EFs in preschool-aged children (5–7 years) and school-aged children (7–9 years) to identify this structure across two age groups. The study involved 500 children divided into four age groups: senior kindergarten groups, preparatory kindergarten groups, first grade groups, and second grade groups. The participants were assessed using the NEPSY-II neuropsychological battery and the Dimensional Change Card Sort task. The results revealed that a three-factor model of EFs, comprising inhibitory control, working memory, and cognitive flexibility, best fits the data across all age groups. This suggests an earlier differentiation of EFs components, starting at the age of 5, which contradicts some previous studies proposing one- or two-factor structures in preschool age. Correlation analysis showed statistically moderate relationships between EFs components, which weakened by the second grade, potentially indicating stabilization in EFs development during early school years. The findings support the unity and diversity model of EFs and emphasize the importance of conducting longitudinal research to clarify the factors influencing EFs development over time.

Keywords

confirmatory factor analysis / executive functions / preschool age / school age / three-factor model

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