Abstract Social-information processing (SIP) theory is a well-established framework for understanding the cognitive processes that underlie children’s social competence and has been linked to maladaptive outcomes, especially aggression. The current study examines preschool executive control, higher-order cognitive functions controlling attention and goal-oriented behavior, as a predictor of subsequent SIP abilities in early elementary school. 313 typically developing children (51% female) completed a battery of 9 rigorous, developmentally appropriate executive control tasks at age 5 years, 3 months and completed measurements of SIP in first grade (M age = 6.57). Results indicate that preschool executive control was predictive of two steps of SIP, encoding and response generation, after controlling for sex, age, and income-to-needs ratio. Findings suggest that poor executive control in early childhood may be an important risk factor for deficits in specific SIP steps and points to executive control as a potential target for intervention to prevent the development of later social problems.

中文翻译：

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学前执行控制预测小学早期社会信息处理

摘要 社会信息处理 (SIP) 理论是一个完善的框架，用于理解作为儿童社会能力基础的认知过程，并与适应不良的结果，尤其是攻击性有关。目前的研究考察了学龄前执行控制、控制注意力和目标导向行为的高阶认知功能，作为预测小学早期后续 SIP 能力的指标。313 名发育正常的儿童（51% 为女性）在 5 岁零 3 个月时完成了 9 项严格的、发育适当的执行控制任务，并在一年级（M 年龄 = 6.57）完成了 SIP 测量。结果表明，在控制了性别、年龄和收入需求比之后，学龄前执行控制可以预测 SIP 的两个步骤，即编码和响应生成。