Clarifying inhibitory control: Diversity and development of attentional inhibition

Howard, Steven J.; Johnson, Janice; Pascual-Leone, Juan

doi:10.1016/j.cogdev.2014.03.001

Cited by 78 publications

(58 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Relatedly, acting with numerical equality might be sufficient to satisfy a young child's limited desire to be fair, while quality equality is precluded by a competing selfish motivation (or lack of willpower to give valuable toys). Thus, increases in inhibitory control might be implicated in the increase in fair behavior (e.g., Howard, Johnson, & Pascual‐Leone, ).…”

Section: Discussionmentioning

confidence: 99%

Some Equalities Are More Equal Than Others: Quality Equality Emerges Later Than Numerical Equality

et al. 2016

View full text Add to dashboard Cite

By age 6, children typically share an equal number of resources between themselves and others. However, fairness involves not merely that each person receive an equal number of resources (“numerical equality”) but also that each person receive equal quality resources (“quality equality”). In Study 1, children (N = 87, 3–10 years) typically split four resources “two each” by age 6, but typically monopolized the better two resources until age 10. In Study 2, a new group of 6‐ to 8‐year‐olds (N = 32) allocated resources to third parties according to quality equality, indicating that children in this age group understand that fairness requires both types of equality.

show abstract

Section: Discussionmentioning

confidence: 99%

Some Equalities Are More Equal Than Others: Quality Equality Emerges Later Than Numerical Equality

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Using such a contemporaneous growth modeling approach, the present study focusing on the early school years examines intraindividual patterns of change in child performance on three tasks that were developed to measure basic EF skills: inhibitory control, working memory, and setshifting (Miyake et al, 2000). Inhibitory control refers to the voluntary inhibition of impulses, distracting information, or automatic cognitive processing (Howard, Johnson, & Pascual-Leone, 2014). Working memory concerns the ability to hold in mind and mentally manipulate information over short periods of time (Alloway, Gathercole, & Pickering, 2006).…”

Section: Patterns Of Growth In Child Efmentioning

confidence: 99%

Attachment Security and Developmental Patterns of Growth in Executive Functioning During Early Elementary School

et al. 2017

View full text Add to dashboard Cite

Despite the extensive research demonstrating the importance of child executive functioning (EF) for school adjustment, little longitudinal work has formally examined developmental change in EF during the early school years. Based on a sample of 106 mother-child dyads, the current longitudinal study investigated patterns of growth in child performance on three executive tasks between kindergarten (M = 6 years) and Grade 3 (M = 9 years), and the predictive role of earlier mother-child attachment security in these patterns. The results suggest that early elementary school is a period of significant developmental improvement in child EF, although child performance on different EF tasks follows distinct trajectories across time. The study also provides evidence for a sustained relation between children's early attachment security and their ongoing acquisition of executive skills.

show abstract

“…En los últimos años han surgido modelos que proponen la existencia de varios procesos inhibitorios además de la inhibición com portamental (Friedman & Miyake, 2004;Gandolfi, Viterbori, Traverso & Usai, 2014;Howard, Johnson & Pascual-Leone, 2014;Vadaga, Blair & Li, 2016). Desde estos enfoques se plantea la necesidad de fragmentar el constructo en un conjunto de mecanismos con propiedades y características funcionales bien discriminadas.…”

Section: La Inhibición Como Constructo Multidimensionalunclassified

Contribuciones empíricas para la validez de grupos contrastados de la Batería de Tareas de Autorregulación Cognitiva (TAC)

́s¹,

Vernucci²,

Zamora³

et al. 2017

Interd

View full text Add to dashboard Cite

rESUMEnLos déficit de las funciones ejecutivas (FE) suelen estar presentes en el Trastorno por Déficit de Atención e Hiperactividad (TDAH). Distintos trabajos mostraron algunas falencias vinculadas a la medición de las FE, como la par ticipación de otros procesos que no constituyen objeto de la eva luación. En el trabajo que se informa se analizaron las diferencias existentes en las FE de niños con y sin diagnóstico de TDAH y se buscó identificar y establecer aquellas variables con mayor poder discriminante pa ra la probabilidad de pertenencia a ambos grupos. Se utilizaron las tareas de la batería denominada Ta reas de Autorregulación Cognitiva (TAC), diseñadas ad-hoc para evaluar específica y relativamente en forma independiente cada FE. Se trabajó con una muestra de 49 niños escolarizados de 7 a 12 años de edad, de ambos géneros, divididos en dos grupos, uno clínico de 19 niños con diagnóstico de TDAH, con una me dia de edad igual a 9.84 años (DE = 1.83) y uno control de 30 niños sin diagnóstico de TDAH con una media de edad igual a 10.27 años (DE = .82), equiparados por género, edad, niveles socioeconómico y educacional. Los resultados mostraron que el análisis discriminante permitió clasificar correctamente al 98% de los participantes.

show abstract

Clarifying inhibitory control: Diversity and development of attentional inhibition

Cited by 78 publications

References 57 publications

Some Equalities Are More Equal Than Others: Quality Equality Emerges Later Than Numerical Equality

Some Equalities Are More Equal Than Others: Quality Equality Emerges Later Than Numerical Equality

Attachment Security and Developmental Patterns of Growth in Executive Functioning During Early Elementary School

Contribuciones empíricas para la validez de grupos contrastados de la Batería de Tareas de Autorregulación Cognitiva (TAC)

Contact Info

Product

Resources

About