Temperament and attention in the self-regulation of 7-year-old children

González, Carmen Teresa Pitti; Fuentes, Luis J.; Carranza, José Antonio; Estévez, Ángeles F.

doi:10.1016/s0191-8869(00)00084-2

Cited by 53 publications

(48 citation statements)

References 26 publications

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“…Gerardi-Caulton (2000) found the performance in a spatial conflict task was related to this higher order EC factor. Similar findings linking parent-reported temperament EC to performance on laboratory attention tasks have been shown with 24-, 30-, and 36-month-olds , 3-and 5-year-olds (Chang & Burns, 2005), and 7-yearolds (González, Fuentes, Carranza, & Estévez, 2001).…”

Section: Individualitysupporting

confidence: 79%

The anterior cingulate gyrus and the mechanism of self-regulation

Posner

Rothbart

Sheese

et al. 2007

Cognitive, Affective, & Behavioral Neuroscience

334

231

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Section: Individualitysupporting

confidence: 79%

The anterior cingulate gyrus and the mechanism of self-regulation

Posner

Rothbart

Sheese

et al. 2007

Cognitive, Affective, & Behavioral Neuroscience

334

231

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“…This was expected given the fact that EC and behavioral measures of IS are usually correlated (Checa et al, 2008;Ellis et al, 2004;Rothbart & Rueda, 2005). Numerous empirical data (Checa et al, 2008;Ellis et al, 2004;Gerardi-Caulton, 2000;Gonzalez et al, 2001) have supported the relationship between temperamental EC and the functional efficiency of the executive attention network mostly measured through performance of tasks involving IS. This type of evidence has been previously used to argue that the executive attention network is the neural circuit supporting EC (Rothbart & Rueda, 2005).…”

Section: Discussionmentioning

confidence: 99%

Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood

Checa

Rueda

2011

Developmental Neuropsychology

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This study examines the role of executive attention on school competence in early adolescence. Twelve-year-old children (N = 37) performed a combined Flanker-Go/No-Go task while their brain activation was registered using electroencephalogram (EEG). Additionally, measures of children regulation, schooling skills, and academic achievement were obtained. We observed that individual differences in executive attention and Effortful Control predict most dimensions of school competence. Also, individual differences in the amplitude of event-related potentials (ERPs) related to interference suppression predict school achievement and some skills important for school. The results are consistent with the role attributed to executive attention in self-regulation.

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“…Nevertheless, there is no absolute consensus among the different authors regarding the corresponding construct-task. For example, the WCST has been considered by some authors as an inhibition task and by others as a shifting task (Diamond, 2013;Garon et al, 2008); TOL has been identified by different researchers as an inhibition, working memory or planning task (Berg & Byrd, 2002;Huizinga et al, 2006;Welsh, Satterlee-Cartmell, & Stine, 1999); the Stroop test has been described as an inhibition or an attention control task (Diamond, 2013;Espy & Bull, 2005;Franco-de-Lima, Pinheiro-Travaini, SalgadoAzoni, & Ciasca, 2012;Gonzalez, Fuentes, Carranza, & Estevez, 2001).…”

Section: Theoretical and Methodological Difficulties In The Establishmentioning

confidence: 99%

Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos.

2014

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Título: Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos. Resumen: Las funciones ejecutivas (EF) han sido definidas como una serie de procesos cognitivos de orden superior, que permiten el control del pensamiento, comportamiento y afectividad conforme al logro de una meta. Tales procesos presentan un desarrollo posnatal prolongado, culminando su maduración sobre el final de la adolescencia. En el presente artículo se realiza una revisión de algunos de los principales modelos del desarrollo de las EF en la infancia. El objetivo central de este trabajo es describir el estado del arte respecto de dicho tópico, identificando las principales dificultades teóricas y limitaciones metodológicas asociadas a los diferentes paradigmas propuestos. Finalmente, se señalan algunas de las soluciones sugeridas para afrontar tales dificultades, destacando que el desarrollo de una ontología de las EF podría resultar una alternativa viable para contrarrestar las mismas. Consideramos que futuras investigaciones deberían encaminar sus esfuerzos en esta dirección. Palabras claves: Modelos cognitivos; funciones ejecutivas; desarrollo; ontología. Abstract:Executive functions (EF) have been defined as a series of higher-order cognitive processes which allow the control of thought, behavior and affection according to the achievement of a goal. Such processes present a lengthy postnatal development which matures completely by the end of adolescence. In this article we make a review of some of the main models of EF development during childhood. The aim of this work is to describe the state of the art related to the topic, identifying the main theoretical difficulties and methodological limitations associated with the different proposed paradigms. Finally, some suggestions are given to cope with such difficulties, emphasizing that the development of an ontology of EF could be a viable alternative to counter them. We believe that future researches should guide their efforts toward the development of that ontology.

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Temperament and attention in the self-regulation of 7-year-old children

Cited by 53 publications

References 26 publications

The anterior cingulate gyrus and the mechanism of self-regulation

The anterior cingulate gyrus and the mechanism of self-regulation

Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood

Modelos cognitivos del desarrollo de las funciones ejecutivas. Limitaciones metodológicas y desafíos teóricos.

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