A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators

Autores
Arán Filippetti, Vanessa; Richaud, Maria Cristina
Año de publicación
2012
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors of this association. The sample included 254 children aged 7–12 years from different SES. The researchers employed a battery of tests to evaluate EF, including the Kaufman Brief Intelligence Test task to measure intelligence, and the Matching Familiar Figures Test–20 to assess the reflexivity-impulsivity (R-I) cognitive style. The results indicate a significant effect of SES on all tested EF. Stepwise regression analysis showed that maternal education level and housing conditions were significant predictors of the majority of EF. Structural equation modeling showed that, although SES had effects on intelligence quotient (IQ), R-I cognitive style, and EF, the association between SES and EF is partly explained by cognitive impulsivity but not by IQ scores. Results are discussed in terms of the mediating cognitive variables that may explain the association between SES and EF and their implications for designing effective intervention programs in schools.
Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Fil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Materia
Child Neuropsychology
Cognitive Impulsivity
Executive Functions
Socioeconomic Status
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/19146
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect MediatorsArán Filippetti, VanessaRichaud, Maria CristinaChild NeuropsychologyCognitive ImpulsivityExecutive FunctionsSocioeconomic Statushttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors of this association. The sample included 254 children aged 7–12 years from different SES. The researchers employed a battery of tests to evaluate EF, including the Kaufman Brief Intelligence Test task to measure intelligence, and the Matching Familiar Figures Test–20 to assess the reflexivity-impulsivity (R-I) cognitive style. The results indicate a significant effect of SES on all tested EF. Stepwise regression analysis showed that maternal education level and housing conditions were significant predictors of the majority of EF. Structural equation modeling showed that, although SES had effects on intelligence quotient (IQ), R-I cognitive style, and EF, the association between SES and EF is partly explained by cognitive impulsivity but not by IQ scores. Results are discussed in terms of the mediating cognitive variables that may explain the association between SES and EF and their implications for designing effective intervention programs in schools.Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; ArgentinaFil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; ArgentinaTaylor & Francis2012-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/19146Arán Filippetti, Vanessa; Richaud, Maria Cristina; A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators; Taylor & Francis; Journal Of Genetic Psychology; 173; 4; 10-2012; 393-4160022-1325CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://www.tandfonline.com/doi/abs/10.1080/00221325.2011.602374info:eu-repo/semantics/altIdentifier/doi/10.1080/00221325.2011.602374info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:45:50Zoai:ri.conicet.gov.ar:11336/19146instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:45:51.122CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
title A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
spellingShingle A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
Arán Filippetti, Vanessa
Child Neuropsychology
Cognitive Impulsivity
Executive Functions
Socioeconomic Status
title_short A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
title_full A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
title_fullStr A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
title_full_unstemmed A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
title_sort A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators
dc.creator.none.fl_str_mv Arán Filippetti, Vanessa
Richaud, Maria Cristina
author Arán Filippetti, Vanessa
author_facet Arán Filippetti, Vanessa
Richaud, Maria Cristina
author_role author
author2 Richaud, Maria Cristina
author2_role author
dc.subject.none.fl_str_mv Child Neuropsychology
Cognitive Impulsivity
Executive Functions
Socioeconomic Status
topic Child Neuropsychology
Cognitive Impulsivity
Executive Functions
Socioeconomic Status
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors of this association. The sample included 254 children aged 7–12 years from different SES. The researchers employed a battery of tests to evaluate EF, including the Kaufman Brief Intelligence Test task to measure intelligence, and the Matching Familiar Figures Test–20 to assess the reflexivity-impulsivity (R-I) cognitive style. The results indicate a significant effect of SES on all tested EF. Stepwise regression analysis showed that maternal education level and housing conditions were significant predictors of the majority of EF. Structural equation modeling showed that, although SES had effects on intelligence quotient (IQ), R-I cognitive style, and EF, the association between SES and EF is partly explained by cognitive impulsivity but not by IQ scores. Results are discussed in terms of the mediating cognitive variables that may explain the association between SES and EF and their implications for designing effective intervention programs in schools.
Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Fil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
description Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors of this association. The sample included 254 children aged 7–12 years from different SES. The researchers employed a battery of tests to evaluate EF, including the Kaufman Brief Intelligence Test task to measure intelligence, and the Matching Familiar Figures Test–20 to assess the reflexivity-impulsivity (R-I) cognitive style. The results indicate a significant effect of SES on all tested EF. Stepwise regression analysis showed that maternal education level and housing conditions were significant predictors of the majority of EF. Structural equation modeling showed that, although SES had effects on intelligence quotient (IQ), R-I cognitive style, and EF, the association between SES and EF is partly explained by cognitive impulsivity but not by IQ scores. Results are discussed in terms of the mediating cognitive variables that may explain the association between SES and EF and their implications for designing effective intervention programs in schools.
publishDate 2012
dc.date.none.fl_str_mv 2012-10
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/19146
Arán Filippetti, Vanessa; Richaud, Maria Cristina; A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators; Taylor & Francis; Journal Of Genetic Psychology; 173; 4; 10-2012; 393-416
0022-1325
CONICET Digital
CONICET
url http://hdl.handle.net/11336/19146
identifier_str_mv Arán Filippetti, Vanessa; Richaud, Maria Cristina; A Structural Analysis of Executive Functions and Socioeconomic Status in School-Age Children: Cognitive Factors as Effect Mediators; Taylor & Francis; Journal Of Genetic Psychology; 173; 4; 10-2012; 393-416
0022-1325
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://www.tandfonline.com/doi/abs/10.1080/00221325.2011.602374
info:eu-repo/semantics/altIdentifier/doi/10.1080/00221325.2011.602374
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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