The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test

Gerstadt, Cherie L.; Hong, Yoon Joo; Diamond, Adele

doi:10.1016/0010-0277(94)90068-x

Cited by 1,314 publications

(1,285 citation statements)

References 20 publications

Supporting

Mentioning

1,165

Contrasting

Unclassified

Order By: Relevance

“…The day-night Stroop Test was created more recently by Gerstadt et al (1994) as a preschool version of the Stroop task. As a result, it has not been commonly used in research and, therefore, has not accumulated a large number of studies reporting on its reliability and construct validity.…”

Section: Summary Of Resultsmentioning

confidence: 99%

“…Behavioral inhibition must be employed to follow these directions successfully; that is, subjects must inhibit an overlearned, therefore dominant, response to comply with the instructions. Gerstadt, Hong, and Diamond (1994) adapted the original Stroop Test into a version for preschool children. The test consists of 18 cards; 9 of the cards are black with a yellow moon and several stars, and 9 are white with a bright sun.…”

Section: Day-night Stroop Testmentioning

confidence: 99%

See 1 more Smart Citation

Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder

Stauffenberg

Campbell

2007

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to test whether: attention deficit/hyperactivity disorder (ADHD) symptoms remain stable from 54 months through early elementary school; behavioral inhibition and attention deficits assessed at 54 months predict ADHD symptoms in elementary school, even after controlling for their temporal stability; and early behavioral inhibition and attention deficits moderate the longitudinal stability in ADHD symptoms. Data were examined using continuous and categorical measures of symptoms. Modest stability in ADHD symptoms from 54 months to third grade was found. Measures of inhibition and inattention predicted later teacher ratings uniquely, but no evidence was found for moderation. Measures of preschool behavioral inhibition also predicted "persistently at risk status" defined by elevated teacher ratings over time. Results are discussed in terms of executive and motivational facets of inhibition that may be related to early signs of ADHD.

show abstract

Section: Summary Of Resultsmentioning

confidence: 99%

Section: Day-night Stroop Testmentioning

confidence: 99%

Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder

Stauffenberg

Campbell

2007

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

show abstract

“…The executive functions involved in social behavior, particularly inhibitory control and working memory, undergo gradual development. For instance, during the preschool years, children become more able to delay responses, to suppress responses in a go-no go paradigm, and to respond correctly in the presence of a conflicting response option (Diamond & Taylor, 1996;Gerstadt, Hong, & Diamond, 1994;Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996;Livesey & Morgan, 1991). The development of working memory and inhibitory control occurs in tandem (Cowan, 1997;Hulme & Roodenrys, 1995), with a close relationship between working memory and inhibitory control beginning to emerge during the preschool years (Dowsett & Livesey, 2000).…”

Section: Developmental Considerationsmentioning

confidence: 99%

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

Yeates

Bigler

Dennis

et al. 2007

Psychological Bulletin

388

400

View full text Add to dashboard Cite

The authors propose a heuristic model of the social outcomes of childhood brain disorder that draws on models and methods from both the emerging field of social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The heuristic model characterizes the relationships between social adjustment, peer interactions and relationships, social problem solving and communication, social-affective and cognitive-executive processes, and their neural substrates. The model is illustrated by research on a specific form of childhood brain disorder, traumatic brain injury. The heuristic model may promote research regarding the neural and cognitiveaffective substrates of children's social development. It also may engender more precise methods of measuring impairments and disabilities in children with brain disorder and suggest ways to promote their social adaptation. Surprisingly little is known about the extent, basis, and consequences of the social problems associated with neurological dys-function and brain insults occurring during childhood, despite the significant long-term implications of social development for children's functioning at home, in school, and in the community (Parker, Rubin, Erath, Wojslawowicz, & Buskirk, 2006;Rubin, Bukowski, & Parker, 2006). Until recently, the lack of measurement tools and articulated models of social functioning has limited our ability to address social outcomes in children with brain disorder. The development of more sensitive measures and explicit models of social functioning would help researchers and clinicians to target children with brain disorders for further study and intervention.Now is an excellent time to consider social outcomes in children with brain disorder. The emerging field of social cognitive neuroscience provides a critical perspective on the social impact of childhood brain disorder. Social neuroscience not only supplies tools needed to better understand the neural substrates and social-cognitive processes associated with social functioning, but also provides a foundation for a multilevel, integrative analysis of the social difficulties arising from neurological insults (Brothers, 1990;Cacioppo, Berntson, Sheridan, & McClintock, 2000;Moss & Damasio, 2001;Ochsner & Lieberman, 2001;Posner, Rothbart, & Gerardi-Caulton, 2001). Although social neuroscience to date has focused primarily on adults, in part because of the inability to study the developing brain in vivo, this no longer need be the case. With contemporary neuroimaging, various elegant methods are available that can inform researchers about brain development and neuropathology in the study of social behavior in children with brain disorder (Toga & Thompson, 2005).The methods and models derived from social neuroscience will be particularly powerful when combined with those associated with the study of social competence in developmental psychology and developmental psychopathology Rubin, Bukowski, & Parker, 2006). The latter approaches reflect a development...

show abstract

“…When a task demands a response that is inhibitive instead of affirmative, more concentration is needed (Gralinsky and Kopp 1993;Gerstadt, Hong et al 1994;Kochanska, Coy et al 2001;Durston, Thomas et al 2002). An inhibitive response makes greater demands on children, because it interferes with the reaction that feels most direct and natural.…”

Section: Inhibition Of Actions On Alternative Objectsmentioning

confidence: 99%

Fitting objects into holes: On the development of spatial cognition skills.

Örnkloo¹,

Hofsten²

2007

Developmental Psychology

118

View full text Add to dashboard Cite

The authors examined 14-to 26-month-old infants' understanding of the spatial relationships between objects and apertures in an object manipulation task. The task was to insert objects with various cross-sections (circular, square, rectangular, ellipsoid, and triangular) into fitting apertures. A successful solution required the infant to mentally rotate the object to be fit into the aperture and use that information to plan the action. The object was presented standing up in half of the trials; in the other half, it was lying down. The results showed that infants solved the problem consistently from age 22 months and that a successful solution was associated with appropriate preadjustments before the hand arrived with the block to the aperture. No sex differences were found.

show abstract

The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test

Cited by 1,314 publications

References 20 publications

Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder

Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

Fitting objects into holes: On the development of spatial cognition skills.

Contact Info

Product

Resources

About