One of the main issues in studying executive function (EF) is the impurity
problem. Performance on an EF task is only partially attributable to the
executive function processes involved in the task. Typically, correlations among
EF tasks are low, especially between direct and indirect measures. Another way
to address this issue is by considering that exploring variations due to task
specificity or contextual factors can provide valuable insights into executive
functioning. In this regard, Doebel (2018) argues that EF may be better
understood as the emergence of skills in applying control to achieve specific
objectives, and that performance can be influenced by children's mental states
while performing the task. This research explores this idea with a sample of
preschool children. Their performance on various inhibitory tasks conducted
under different conditions will be studied. The findings may provide valuable
insights for educational practices aimed at supporting children's executive
function development.