Investigating the Mechanisms of Early Executive Function Development

About the Project

The Topic

Executive functions (EF)—the goal-directed thinking skills that underpin learning—develop rapidly in early childhood. Yet, the toddler years remain the "dark ages" of cognitive development. While we know that social inequality impacts EF and subsequent school readiness, the precise mechanisms remain unclear. Crucially, much existing research focuses on "deficits" rather than understanding how families adapt to and show resilience against structural inequalities.

The Project This PhD project seeks to move beyond traditional frameworks by examining the emergence of EF between ages 2 and 3 through a holistic, strength-based lens. The researcher will have the flexibility to:

• Co-design new measures of the home environment alongside families to better capture lived experiences.
• Investigate the "hidden strengths" of children experiencing socioeconomic disadvantage.
• Analyse the role of language, structural factors, and environmental adaptations in shaping cognitive growth.

The Approach & Environment

The candidate might employ a mixed-methods approach, combining qualitative work with families and longitudinal or cross-sectional child testing. As part of the Sheffield Cognitive Development Lab, you will have access to an extensive family volunteer database, established links with local nurseries, and dedicated child-friendly testing facilities. We are a friendly, supportive lab and run monthly reading groups to discuss current topics in developmental science. We are passionate about rigorous methods, open and inclusive science, and doing work that supports and empowers children and families. Please see our website for more information about our lab: https://sites.google.com/sheffield.ac.uk/sheffieldcogdev/home

Funding Notes

The project is suitable for the ESRC White Rose DTP scholarship funding for particularly strong candidates with a background in Psychology and relevant research experience. Self funded or externally sponsored students are also welcome to apply. Intakes are usually October and March annually. The University has some scholarships under competition each year. More details can be found - View Website

References

Blakey, E., Hendry, A., Outhwaite, L.A., Braithwaite, E.K., Reyes, G., Hernandez, I.A., Ellwood-Lowe, M.E. & DeJoseph, M. (in press). Improving How We Measure Child Socioeconomic Disadvantage: A More Holistic and Contextual Approach. Child Development Perspectives.
Blakey et al (2020). The Role of Executive Functions in Socioeconomic Attainment Gaps: Results from a Randomized Controlled Trial. Child Development, 91, 1594-1614.
Blakey, Visser & Carroll, D.J. (2016). Working memory and inhibitory control enable different kinds of cognitive flexibility: Evidence from 2- to 4-year-olds. Child Development, 87, 513-526.
James-Brabham, Blakey et al (2023). How do socioeconomic attainment gaps in early mathematical ability arise? Child Development, 94, 1550-1565.