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The Impact of Inattention and Emotional Problems on Cognitive Control in Primary School Children

Objective: The present study investigated the predictive value of parent/teacher reports of inattention and emotional problems on cognitive control function in 241 children in primary school. Method: Cognitive control was measured by functions of set-shifting and working memory as assessed by the Behavior Rating Inventory of Executive Function (BRIEF) and performance-based tests (i.e., Color Trail Test and Digit Span Test). Symptoms of inattention and emotional problems were measured with parent and teacher reports on Swanson Nolan and Pelham-IV questionnaire and Strengths and Difficulties Questionnaire, respectively. Results: Clinical symptoms of inattention and emotional problems explained the children’s performance on test measures. However, symptoms of inattention made a significant contribution on all the selected measures of cognitive control, whereas reports concerning emotional problems uniquely explained the variance on the Shift scale from the BRIEF. Conclusion: Valid information on cognitive control function in primary school children should thus include simultaneous information concerning problems of inattention and emotion.