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.