What Do We Know about Executive Functions among Arab Preschoolers?

Shaden Shuhaiber Rizik

Executive function (EF) refers to the cognitive processes involved in goal-directed behavior, such as planning, decision-making, working memory, and self-control. Some authors propose that deficits in EFs might be considered as a learning disability since any weakness in these abilities might negatively impact learning processes and daily life management. The development of EF is a complex and dynamic process that begins in early childhood and continues throughout the lifespan. EF are generally thought to include three sub-domains: updating-working memory, inhibition and shifting. In this study we sought to assess EFs in Arabic speaking kindergartens to assess the relationship between various EFs tasks. Ultimately, we aimed at examining whether, in this population and at this age, the relationship these between tasks fits with what was previously described in the literature. To address this question, 742 native Arabic speaking children were examined with a battery of EFs tests including working memory, inhibition, shifting and behavioral self-regulation. Descriptive statistics, correlations and factor analysis were computed. The preliminary analysis reported here confirm that, although correlations were generally weak, the working memory, inhibition and shifting loaded into three different factors. Also, additional analysis suggested the behavioral self-regulation mainly explained by working memory. This study provides new insights into the cognitive basis of EFs in Arabic-speaking children, which will certainly help initiating intervention programs for improving individual and societal outcomes focusing on EFs fostering.