Delfín Ortega-Sánchez, Esther Sanz de la Cal, Jaime Ibáñez Quintana
Literacies and the Development of Social, Critical, and Creative Thought in Textbook Activities for Primary Education in Social Sciences and the Spanish Language
Frontiers in psychology
spanking linked multiple maladaptive child outcomes however previous research linking spanking childrens executive function skills efs inhibitory control cognitive flexibility working memory limited research designs adequately address selection bias concerns wherein participant characteristics potentially differ spanked versus spanked using representative sample us children aged 5 6 study strengthened evidence causal estimates link spanking subsequent efs matchedgroup design lowfrequency spanking potential moderators child gender parent raceethnicity parental warmth tested determine moderated link spanking efs data drawn early childhood longitudinal study kindergarten class 201011 ns 1275012830 mitigate selection bias entropybalanced matching utilized match spanked versus notspanked groups lagged dependent variable regression analyses conducted matched sample predict efs spanking group status matching spanking age 5 associated lower inhibitory control lower cognitive flexibility age 6 significantly predictive later working memory association inhibitory control observed even low frequency spanking however evidence moderation child gender parent raceethnicity parental warmth identified study provides evidence spanking associated lower executive functioning children although associations varied different ef domains