Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children

• Published in: Journal of experimental child psychology 2014-06, Vol.122, p.33-47
• Main Authors: Allan, Nicholas P., Lonigan, Christopher J.
• Format: Article
• Language: English
• Subjects: Academics; Behavior Problems; Biological and medical sciences; Child; Child Behavior - psychology; Child development; Child psychology; Child, Preschool; Confirmatory factor analysis; Developmental psychology; Effortful control; Externalizing; Factor Analysis; Female; Fundamental and applied biological sciences. Psychology; Humans; Inhibition (Psychology); Male; Neuropsychological Tests; Preschool children; Psychological Tests; Psychology, Child; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopathology; Sex Factors; Structural equation modeling; Task analysis; Temperament
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2013.11.013

Effortful control (EC) is an important developmental construct associated with academic performance, socioemotional growth, and psychopathology. EC, defined as the ability to inhibit or delay a prepotent response typically in favor of a subdominant response, undergoes rapid development during children’s preschool years. Research involving EC in preschool children can be aided by ensuring that the measured model of EC matches the latent structure of EC. Extant research indicates that EC may be multidimensional, consisting of hot (affectively salient) and cool (affectively neutral) dimensions. However, there are several untested assumptions regarding the defining features of hot EC. Confirmatory factor analysis was used in a sample of 281 preschool children (Mage=55.92months, SD=4.16; 46.6% male and 53.4% female) to compare a multidimensional model composed of hot and cool EC factors with a unidimensional model. Hot tasks were created by adding affective salience to cool tasks so that hot and cool tasks varied only by this aspect of the tasks. Tasks measuring EC were best described by a single factor and not distinct hot and cool factors, indicating that affective salience alone does not differentiate between hot and cool EC. EC shared gender-invariant associations with academic skills and externalizing behavior problems.