The influence of the functional state of brain regulatory systems on the programming, selective regulation and control of cognitive activity in children: I. Neuropsychological and EEG analysis of age-related changes in brain regulatory functions in children aged 9–12 years

Семенова, А. А.; Machinskaya, R. I.; Lomakin, D. I.

doi:10.1134/s036211971504012x

Cited by 11 publications

(3 citation statements)

References 25 publications

(26 reference statements)

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“…Thus, the results of the current study might be useful for the development of new teaching plans considering age‐related changes in divided attention. Second, the efficiency of attention plays a key role in socioemotional adjustment and academic performance of school children (Alavi et al, 2019; Rueda et al, 2010, review; Sanson et al, 2004, review; Stevens & Bavelier, 2012). According to Checa et al (2008), the efficiency of executive (selective) attention might be closely related to academic achievement in math.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the variety of opinions on the essence of attention, most researchers agree that it plays a key role in any human activity, including school education. A number of studies have shown that the efficiency of attention is positively correlated with socioemotional adjustment (Checa et al, 2008; Rueda et al, 2010, review; Sanson et al, 2004, review) and academic performance (Alavi et al, 2019; Checa et al, 2008; Stevens & Bavelier, 2012) in school. Checa et al (2008) suggested that the network of executive attention along with temperamental effortful control (i.e., attention‐related self‐regulatory capacity; see Rothbart & Ahadi, 1994 for details) are associated with emotional regulation, social adjustment, and academic outcomes (particularly in mathematics) in early adolescents.…”

Section: Introductionmentioning

confidence: 99%

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The development of sustained, selective, and divided attention in school‐age children

Talalay

2024

Psychology in the Schools

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This cross‐sectional study aimed to investigate developmental changes in the efficiency of sustained, selective, and divided attention in a group of children aged 6−12 years by means of a computerized test battery. Participants included 199 children (51% female, majority White) who had normal or corrected‐to‐normal vision and no history of either neurological or attention deficit disorders. The study was conducted in three different schools. We used a convenience sampling strategy; each age group was sampled from one of the schools and was represented by students selected from different (parallel) classes of the same grade level. The three aspects of attention showed different developmental trajectories from 6 to 12 years. In terms of accuracy, selective attention was found to improve gradually, while the efficiency of divided attention increased dramatically across the school‐age years. In terms of reaction time, all attentional components showed a slow developmental time course. The results indicate that situations in which children have to divide attention among several sources of visual information while looking for two target stimuli considerably hamper their task performance. This is especially true for children of senior preschool and primary school age.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The development of sustained, selective, and divided attention in school‐age children

Talalay

2024

Psychology in the Schools

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“…Бланки, заполненные в ходе проведения нейропсихологических проб, обрабатывались вручную следующим образом: каждому субтесту присваивались определенные значения в соответствии со схемой, предложенной О.А. Семеновой [24]. Далее результаты, полученные после обработки бланков, подвергались количественному анализу и статистической обработке.…”

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Dynamics of Executive Functions Development in 5–6-Year-Old Children Living in the Russian North

Farkova,

Morozova,

Sokolova

2024

Journal of MBR

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The age of 5–6 years is an important stage in the development of the child’s executive functions. It is traditionally considered a sensitive period, which is complicated by the transition from the pre-school to the primary school educational system. A child’s future academic success depends on the degree of development of executive functions (EF). Identifying specific EF components that are closely related to school readiness can help devise optimal educational approaches to pre-schoolers. Early diagnosis of certain signs of control function immaturity can help correct them in order to develop all the components of voluntary attention. The purpose of this paper is to assess the development of executive functions in children aged 5–6 years. Materials and methods. The longitudinal study was conducted between 2020 and 2022 and involved 15 children (9 boys and 6 girls) aged 5 to 6 years without a history of neurological and mental diseases, attending the same preschool (in the city of Arkhangelsk) that conforms to modern educational standards. The testing was carried out at the beginning and at the end of each academic year. Results. Having compared the parameters under study in children aged 5–6 years, we found uneven development of the EF components. Progressive changes at this age concern the functions of selective regulation, control, and following certain programmes of activities. The integral indicator of the total EF deficit follows a noticeable downward trend. This can also be evidenced by significant direct correlations between the EF components and academic success.

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The influence of the functional state of brain regulatory systems on the efficiency of voluntary regulation of cognitive activity in children: II. neuropsychological and EEG analysis of brain regulatory functions in 10–12-year-old children with learning difficulties

Семенова

Machinskaya

2015

Hum Physiol

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The influence of the functional state of brain regulatory systems on the programming, selective regulation and control of cognitive activity in children: I. Neuropsychological and EEG analysis of age-related changes in brain regulatory functions in children aged 9–12 years

Cited by 11 publications

References 25 publications

The development of sustained, selective, and divided attention in school‐age children

The development of sustained, selective, and divided attention in school‐age children

Dynamics of Executive Functions Development in 5–6-Year-Old Children Living in the Russian North

The influence of the functional state of brain regulatory systems on the efficiency of voluntary regulation of cognitive activity in children: II. neuropsychological and EEG analysis of brain regulatory functions in 10–12-year-old children with learning difficulties

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