Validation of the Spanish version of the Childhood Executive Functioning Inventory (CHEXI) in 4-5 year-old children

Contexto:El Childhood Executive Functioning Inventory (CHEXI) se diseñó para detectar déficit de Funciones Ejecutivas (FE) en contextos de la vida diaria.El propósito del presente estudio era validar la versión española del CHEXI para niños de 4 y 5 años. Método:Se obtuvie-ron las valoraciones de los padres y las puntuaciones en test de laboratorio en una muestra de 445 niños de 4 años (196 niñas, 249niños) yotra de 459 niños de 5 años (208 niñas, 251 niños). Un año más tarde se volvieron a re-coger las valoraciones de los padres en CHEXI. Resultados:Se replicó la es-tructura de dos factores de CHEXI(Memoria de Trabajo e Inhibición), ob-teniendo una alta consistencia interna y estabilidad temporal. Los niños de 4 años eran valorados con mayor déficit en FE que los niños de 5 años. Los niños alcanzaban puntuaciones más elevadas de déficit de FE. Sin em-bargo, no aparecieron diferencias significativas de géneroen las pruebas conductuales. Finalmente, se encontró una baja asociación entre las valora-ciones de CHEXI y las puntuaciones de las pruebas conductuales. Este re-sultado sugiere que los inventarios y las medidas conductuales evalúan dife-rentes aspectos de las FE.Conclusiones:La versión española de CHEXI ofrece un instrumento válido para evaluar las FE en niños de 4 y 5 años.(AU)

Background:The Childhood Executive Functioning Inventory (CHEXI) was designed to identify EF deficits in daily life contexts.The aim of the present study was to validate the Spanish version of the CHEXI in 4-5-year-old children.Method: Parents’ ratings of the CHEXI and labora-tory tests of EF were investigated in two large samples of 445 children aged 4 years (196 girls, 249 boys)and 459 children aged 5 years (208 girls, 251 boys). CHEXI ratings were collected again after one-year. Results:The two-factor structure of the CHEXI (i.e., Working Memory and Inhibition) was replicated, showing high internal consistency and temporal stability. The 4-year-olds were reported to have higher EF deficits than 5-year-olds have. Boys were rated as having higher EF deficits than girls were. Howev-er, gender differences were not significant contrasting performance on EF tasks. Finally, associations between CHEXI ratings and EF tests were weak, suggesting that EF tests and EF ratings capture different aspects of EF. Conclusions:The Spanish CHEXI provides a suitable instrument to as-sess EF in 4-5-year-old children.(AU)

Stereotype development in Andalusian children.

Social psychologists have shown a profound interest in intergroup relationships, but there are very few papers focusing on the developmental aspects that explain the psychological mechanisms involved in the construction of group and cultural identity. Our research aims to explore how the self-categorization of Andalusian children evolves. We tried to assess the degree to which they self-identify as Andalusian, Spanish, and European, and how this identification changes with age. We were also interested in the affective evaluation of different groups (French, Italian, English, German, Spanish, Catalonian, and Andalusian) made by Andalusian children. Furthermore, we analyzed the relationship between self-categorization and the evaluation of these groups. Results show that the development of national (autonomous community) identity in these children is influenced by their cognitive development, as well as by the relationships among the regional communities of Spain and the relationships between Spain and other countries. The peculiarity of Andalusians as a group is that they assume both identities: Spanish and Andalusian, from a very early age. In-group favoritism is an extended phenomenon at all ages, and Andalusian children have a negative stereotype of the other Spanish groups and other European communities.