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Emotionswissen, exekutive Funktionen und Veränderungen bei Aufmerksamkeitsproblemen von Vorschulkindern

Published Online:March 03, 2015https://doi.org/10.1026/0942-5403/a000163

Abstract

Um die Beziehungen zwischen den rasch wachsenden Fähigkeiten zur Selbstregulation durch Exekutive Funktionen (EF) und dem Emotionswissen einerseits und Veränderungen bei Aufmerksamkeitsproblemen andererseits auszuleuchten, wurden 261 3- bis 6-jährige Kinder einzeln zu diesen Konstrukten befragt und ihre Erzieherinnen im Kindergarten zu zwei Messzeitpunkten im Abstand von etwa 14 Monaten um Einschätzungen eventueller Aufmerksamkeitsprobleme gebeten. Hierarchische Regressionsanalysen weisen darauf hin, dass die beiden Testverfahren zur Messung von Arbeitsgedächtnis und Inhibition bei den EF und das Emotionswissen jeweils zur Vorhersage der Veränderungen der Aufmerksamkeitsprobleme beitrugen, auch wenn bekannte Prädiktoren wie Geschlecht, sozioökonomischer Status und Sprachverständnis kontrolliert worden waren. Wurden Emotionswissen und EF in ein gemeinsames Modell einbezogen, dann klärte das Emotionswissen über die beiden Varianten der EF hinaus zusätzliche Varianz bei den Veränderungen der Aufmerksamkeitsprobleme auf. Diskutiert werden die Wege, durch die das Emotionswissen die Aufmerksamkeitslenkung beeinflusst.


Emotion Knowledge, Executive Functions, and Changes in Attention Problems in Kindergarten-Age Children

The aim of this study was to examine the relationships between the rapidly growing abilities of preschool children to self-regulate by means of executive functions (EF) and emotion knowledge, on one hand, and changes in attention problems, on the other hand. For this, 261 3- to 6-year-olds were tested on these constructs and their preschool and kindergarten teachers were asked to rate their attention problems at two time points that were about 14 months apart. Hierarchical regressions indicate that emotion knowledge and both measures of working memory and inhibition as parts of EF individually contributed to the prediction of change in attention problems, after known predictors such as the children’s sex, their family’s socioeconomic status, and their receptive language skills were controlled for. When emotion knowledge and EF were included in a joint model, emotion knowledge explained the additional variance of the changes in attention problems above and beyond both measures of EF. Here, we discuss ways in which emotion knowledge influences attention control.

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