Problems of conduct and executive functions in 5 year old children

Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inve...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Miriam Romero López [verfasserIn] Alicia Benavides Nieto [verfasserIn] Ana Belén Quesada Conde [verfasserIn] Gloria Álvarez Bernardo [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Spanisch ; Italienisch ; Portugiesisch

Erschienen:	2016

Schlagwörter:	problemas de conducta funciones ejecutivas control inhibitorio educación infantil

Übergeordnetes Werk:	In: INFAD - Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020, 1(2016), 1, Seite 57-66
Übergeordnetes Werk:	volume:1 ; year:2016 ; number:1 ; pages:57-66

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.17060/ijodaep.2016.n1.v1.214

Katalog-ID:	DOAJ000421316

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allfields	10.17060/ijodaep.2016.n1.v1.214 doi (DE-627)DOAJ000421316 (DE-599)DOAJ9f2d9adab27e4cd693617185a6ea986c DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Miriam Romero López verfasserin aut Problems of conduct and executive functions in 5 year old children 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems. problemas de conducta funciones ejecutivas control inhibitorio educación infantil Psychology Alicia Benavides Nieto verfasserin aut Ana Belén Quesada Conde verfasserin aut Gloria Álvarez Bernardo verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2016), 1, Seite 57-66 (DE-627)1694455408 26035987 nnns volume:1 year:2016 number:1 pages:57-66 https://doi.org/10.17060/ijodaep.2016.n1.v1.214 kostenfrei https://doaj.org/article/9f2d9adab27e4cd693617185a6ea986c kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/214 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2016 1 57-66
spelling	10.17060/ijodaep.2016.n1.v1.214 doi (DE-627)DOAJ000421316 (DE-599)DOAJ9f2d9adab27e4cd693617185a6ea986c DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Miriam Romero López verfasserin aut Problems of conduct and executive functions in 5 year old children 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems. problemas de conducta funciones ejecutivas control inhibitorio educación infantil Psychology Alicia Benavides Nieto verfasserin aut Ana Belén Quesada Conde verfasserin aut Gloria Álvarez Bernardo verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2016), 1, Seite 57-66 (DE-627)1694455408 26035987 nnns volume:1 year:2016 number:1 pages:57-66 https://doi.org/10.17060/ijodaep.2016.n1.v1.214 kostenfrei https://doaj.org/article/9f2d9adab27e4cd693617185a6ea986c kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/214 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2016 1 57-66
allfields_unstemmed	10.17060/ijodaep.2016.n1.v1.214 doi (DE-627)DOAJ000421316 (DE-599)DOAJ9f2d9adab27e4cd693617185a6ea986c DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Miriam Romero López verfasserin aut Problems of conduct and executive functions in 5 year old children 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems. problemas de conducta funciones ejecutivas control inhibitorio educación infantil Psychology Alicia Benavides Nieto verfasserin aut Ana Belén Quesada Conde verfasserin aut Gloria Álvarez Bernardo verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2016), 1, Seite 57-66 (DE-627)1694455408 26035987 nnns volume:1 year:2016 number:1 pages:57-66 https://doi.org/10.17060/ijodaep.2016.n1.v1.214 kostenfrei https://doaj.org/article/9f2d9adab27e4cd693617185a6ea986c kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/214 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2016 1 57-66
allfieldsGer	10.17060/ijodaep.2016.n1.v1.214 doi (DE-627)DOAJ000421316 (DE-599)DOAJ9f2d9adab27e4cd693617185a6ea986c DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Miriam Romero López verfasserin aut Problems of conduct and executive functions in 5 year old children 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems. problemas de conducta funciones ejecutivas control inhibitorio educación infantil Psychology Alicia Benavides Nieto verfasserin aut Ana Belén Quesada Conde verfasserin aut Gloria Álvarez Bernardo verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2016), 1, Seite 57-66 (DE-627)1694455408 26035987 nnns volume:1 year:2016 number:1 pages:57-66 https://doi.org/10.17060/ijodaep.2016.n1.v1.214 kostenfrei https://doaj.org/article/9f2d9adab27e4cd693617185a6ea986c kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/214 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2016 1 57-66
allfieldsSound	10.17060/ijodaep.2016.n1.v1.214 doi (DE-627)DOAJ000421316 (DE-599)DOAJ9f2d9adab27e4cd693617185a6ea986c DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Miriam Romero López verfasserin aut Problems of conduct and executive functions in 5 year old children 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems. problemas de conducta funciones ejecutivas control inhibitorio educación infantil Psychology Alicia Benavides Nieto verfasserin aut Ana Belén Quesada Conde verfasserin aut Gloria Álvarez Bernardo verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2016), 1, Seite 57-66 (DE-627)1694455408 26035987 nnns volume:1 year:2016 number:1 pages:57-66 https://doi.org/10.17060/ijodaep.2016.n1.v1.214 kostenfrei https://doaj.org/article/9f2d9adab27e4cd693617185a6ea986c kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/214 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2016 1 57-66
language	English Spanish Italian Portuguese
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author	Miriam Romero López
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title	Problems of conduct and executive functions in 5 year old children
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title_auth	Problems of conduct and executive functions in 5 year old children
abstract	Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems.
abstractGer	Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems.
abstract_unstemmed	Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems.
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Problems of conduct and executive functions in 5 year old children

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