A Secure Base From Which to Regulate: Attachment Security in Toddlerhood as a Predictor of Executive Functioning at School Entry
Référence bibliographique 
Bernier, Annie, Beauchamp, Miriam H., Carlson, Stephanie M. et Lalonde, Gabrielle. 2015. «A Secure Base From Which to Regulate: Attachment Security in Toddlerhood as a Predictor of Executive Functioning at School Entry ». Developmental Psychology, vol. 51, no 9, p. 1177-1189.
Intentions : This study aims «to understand the environmental factors that may explain individual differences in children’s EF [executive functioning] at school entry.» (p. 1178)
Échantillon/Matériau : «The current sample consisted of 58 of the original 62 mother-child dyads who took part in the first study 3 years earlier (Bernier et al., 2012), in addition to 47 other dyads that were recruited at a later time but took part in all assessments. The sample for this study was, therefore, composed of 105 families (47 boys and 58 girls).» (p. 1179)
Type de traitement des données : Analyse statistique
The results «appears to suggest that if the links to attachment are causal in nature, the effects may be broad rather than specific, in other words, that secure attachment relationships may promote young children’s global executive competence (and/or promote skills or structures that subsume all EF skills), rather than have specific effects on particular EFs. […] A set of secondary results suggested that most findings remained quite similar when accounting for already documented links between early attachment and children’s Conflict-EF at age 3, except for performance on backward word span, a quasi-pure measure of working memory.» (p. 1184)