This study examined the factor structure of executive control throughout elementary school, as well as associations between executive control abilities in preschool and elementary school. Data were drawn from a longitudinal study of executive control development in a community sample of children (N = 294; 53% female, 47% male) oversampled for low family income (25.4% below poverty line; Mincome = $46,638; SD = $33,256). The sample was representative of the Midwestern city in which the study was conducted in terms of race (71.4% White, 24.5% multiracial, 3.7% Black, and .3% Asian American) and ethnicity (14% Hispanic). Children completed a battery of ten performance-based tasks assessing executive control abilities in grades 1 (Mage = 7.08 years), 2 (Mage = 8.04 years), 3 (Mage = 9.02 years), and 4 (Mage = 9.98 years). Confirmatory factor analysis supported a two-factor structure at each grade with factors representing working memory and inhibitory control/flexible shifting. Measurement invariance testing revealed partial scalar (indicator intercepts) invariance for working memory and partial metric (indicator loadings) and partial scalar invariance for inhibitory control/flexible shifting. Preschool executive control (age 4.5 years), represented by a unitary latent factor, significantly predicted working memory (βs = .79, .72, .81, .66) and inhibitory control/flexible shifting (βs = .69, .64, .63, .62) factors in grades 1 through 4. Follow-up analyses indicated that the findings were not attributable to general cognitive ability. Findings support greater separability of executive control components in elementary school versus preschool, and considerable continuity of executive control from preschool through elementary school. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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整个小学的执行控制：因素结构和与幼儿执行控制的关联。

本研究调查了整个小学执行控制的因素结构，以及学前班和小学执行控制能力之间的关联。数据来自对社区儿童样本（N = 294；53% 女性，47% 男性）的执行控制发展的纵向研究，这些儿童因低家庭收入（贫困线以下 25.4%；Mincome = $46,638；SD = $33,256）而过度抽样. 样本在种族（71.4% 白人、24.5% 多种族、3.7% 黑人和 0.3% 亚裔美国人）和种族（14% 西班牙裔）方面代表了进行研究的中西部城市。孩子们在 1 年级（法师 = 7.08 岁）、2 年级（法师 = 8.04 岁）、3 年级（法师 = 9.02 岁）和 4 年级（法师 = 9.98 岁）完成了十项评估执行控制能力的基于绩效的任务。验证性因素分析支持每个年级的双因素结构，其中因素代表工作记忆和抑制控制/灵活转移。测量不变性测试揭示了工作记忆和部分度量（指标加载）的部分标量（指标截距）不变性和抑制控制/灵活移动的部分标量不变性。以单一潜在因子为代表的学龄前执行控制（4.5 岁）显着预测工作记忆 (βs = .79, .72, .81, .66) 和抑制控制/灵活转移 (βs = .69, .64, .63, .62) 1 至 4 年级的因素。后续分析表明，这些发现不能归因于一般认知能力。调查结果支持小学与学前班的执行控制组件具有更大的可分离性，以及从学前班到小学的行政控制的相当大的连续性。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。