Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood

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Wilson, Jennifer
Hogan, Christy
Wang, Si
Andrews, Glenda
Shum, David HK
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2021
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Abstract

This study examined whether hot and cool executive functions (EFs) differentially predicted functional outcomes and the independent and mediating roles of theory of mind (ToM). 126 children completed tests of hot and cool EF, ToM, intelligence, and academic achievement. Parents completed questionnaires of peer problems and prosocial behavior. Hot and cool EFs differentially predicted intelligence and academic achievement, supporting a hot-cool distinction. ToM predicted word reading and prosocial behavior but did not mediate any associations between EF and functional outcomes. Findings contribute to current understandings of EF and its relationship with functional outcomes in middle childhood.

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Developmental Neuropsychology

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46

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7

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© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Neurosciences

Psychology

Cognitive and computational psychology

Applied and developmental psychology

Social Sciences

Psychology, Developmental

Psychology

Psychology, Experimental

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Wilson, J; Hogan, C; Wang, S; Andrews, G; Shum, DHK, Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood, Developmental Neuropsychology, 2021, 46 (7), pp. 518-536

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