The BRIEF-P is based on everyday child behaviors in the field of executive functions (EF), which are assessed by caregivers. In general, this inventory is considered an economic and ecologically valid instrument. But can cognitive performance in the WPPSI-IV be reflected on the basis of these impairments of EF? And how high is the predictive value for the prediction of intelligence? The present study investigated the relationship between EF and intelligence in kindergarten age. For a sample of N = 169 children aged 2.6-6.11 years, data regarding the family background were obtained through a parent questionnaire. Furthermore, data from the child's EF (BRIEF-P) and the Wechsler Preschool and Primary Scale of Intelligence -Fourth Edition (WPPSI-IV) were analyzed. Analyses of frequency of EF deficits as well as correlations and regression analyses were performed. Both the primary scale working memory (updating) and the total value of the BRIEF-P contribute significantly to the prediction of intelligence (overall IQ). The scale inhibition and the total value of EF abnormalities assessed with the BRIEF-P correlate significantly with three of the five primary and all four secondary indices of the WPPSI-IV. No relation was found between the scales attention change and planning and organizing of the BRIEF-P and also not for all primary and secondary indices of the WPPSI-IV. Surprisingly, no significant correlation was found between the working memory scale of the BRIEF-P and the index working memory of the WPPSI-IV. Differences between the two constructs of working memory of the different inventories are addressed. Regarding the WPPSI-IV indices, the index fluid reasoning shows remarkable correlation with almost all EF areas of the BRIEF-P. The WPPSI-IV indices are discussed in terms of their correlations with fluid intelligence. In addition, the question arises as to how the three factors of the executive functions -updating, shifting, and inhibition - can be assessed in preschoolers. The EF play an important role in cognitive performance as early as preschool age. The results are considered in the context of speech disorders and ADHD, which are associated with direct and secondary impairments in educational development. Support and intervention programs should be established at an early age to improve the conditions for learning in school
