TY  - JOUR
A1  - Austin, Gina
A1  - Bondü, Rebecca
A1  - Elsner, Birgit
T1  - Executive function, theory of mind, and conduct-problem symptoms in middle childhood
JF  - Frontiers in psychology
N2  - Studies show relations between executive function (EF), Theory of Mind (ToM), and conduct-problem (CP) symptoms. However, many studies have involved cross-sectional data, small clinical samples, pre-school children, and/or did not consider potential mediation effects. The present study examined the longitudinal relations between EF, ToM abilities, and CP symptoms in a population-based sample of 1,657 children between 6 and 11 years (T1: M = 8.3 years, T2: M = 9.1 years; 51.9% girls). We assessed EF skills and ToM abilities via computerized tasks at first measurement (T1), CP symptoms were rated via parent questionnaires at T1 and approximately 1 year later (T2). Structural-equation models showed a negative relation between T1 EF and T2 CP symptoms even when controlling for attention-deficit hyperactivity disorder (ADHD) symptoms and other variables. This relation was fully mediated by T1 ToM abilities. The study shows how children's abilities to control their thoughts and behaviors and to understand others' mental states interact in the development of CP symptoms.
KW  - executive functions
KW  - theory of mind
KW  - conduct-problem symptoms
KW  - middle
KW  - childhood
KW  - longitudinal
Y1  - 2020
U6  - https://doi.org/10.3389/fpsyg.2020.00539
SN  - 1664-1078
VL  - 11
PB  - Frontiers Media
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Rohlf, Helena L.
A1  - Holl, Anna K.
A1  - Kirsch, Fabian
A1  - Krahé, Barbara
A1  - Elsner, Birgit
T1  - Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood
JF  - Frontiers in Behavioral Neuroscience
N2  - Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.
KW  - executive function
KW  - anger
KW  - relational aggression
KW  - reactive aggression
KW  - proactive aggression
KW  - childhood
KW  - longitudinal study
Y1  - 2018
U6  - https://doi.org/10.3389/fnbeh.2018.00027
SN  - 1662-5153
VL  - 12
IS  - 27
SP  - 1
EP  - 14
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  -