Abstract
<p style="text-indent:0px; -webkit-text-stroke-width:0px; text-align:justify"><span style="font-size:medium"><span style="font-family:"Times New Roman", serif"><span style="caret-color:#000000"><span style="color:#000000"><span style="font-style:normal"><span style="font-variant-caps:normal"><span style="font-weight:400"><span style="letter-spacing:normal"><span style="orphans:auto"><span style="text-transform:none"><span style="white-space:normal"><span style="widows:auto"><span style="word-spacing:0px"><span style="text-decoration:none">Executive function (EF) is a series of important cognitive abilities developed during early childhood. Working memory and inhibition are two critical cognitive abilities of EF that are closely related to young children's learning. The aim of the present study was to use the Childhood Executive Functioning Inventory (CHEXI), an EF rating scale for parents and teachers, to evaluate the working memory and inhibition ability of preschool’s children from the observer's view. Additionally, this study compared teachers' and parents' ratings on CHEXI of the same child to explore the influence of family-culture factors and typically- and atypically-developing factors on examiner reports of child behavior. Two-way mixed ANOVA was used to analyze the examiner report effect on working memory and inhibition of the CHEXI with diverse sample (typically- and atypically-developing children and aboriginal children) of 4- to 5-year-olds (<i>N</i> = 179). We found that the working memory subscale rating was more consistently between teachers' and parents' reports of typically-developing child behavior whereas the inhibition subscale rating was more consistently between teachers' and parents' reports of atypically-developing child behavior. Secondly, regardless of the rating of teachers or parents, the working memory and inhibition performance of atypically-developing children were significantly worse than that of typically-developing children or aboriginal children. Finally, whether it was the working memory or inhibition ability of aboriginal children, the rating of parents were significantly worse than teachers. The examiner report effect, family-culture effect and typically- and atypically-developing effect of the performance-based measures of EF were discussed.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>