Working Memory, Attention, Inhibition, and Their Relation to Adaptive Functioning and Behavioral/Emotional Symptoms in School-Aged Children

Vuontela, Virve; Carlson, Synnöve; Troberg, Anna-Maria; Fontell, Tuija; Simola, Petteri; Saarinen, Suvi; Aronen, Eeva T.

doi:10.1007/s10578-012-0313-2

Cited by 73 publications

(56 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous research has shown the importance of EF in variety of life domains, including education (Diamond, 2013). For example, children with well-developed EF have more positive work habits, higher engagement in learning, lower levels of inattention, positive relationships with classmates and higher academic achievement (Brock et al, 2009; Welsh et al, 2010; Best et al, 2011; Vuontela et al, 2013). Because of the importance of EF, understanding which factors influence EF performance can provide useful insights for the prevention and intervention of EF difficulties and related problems.…”

Section: Introductionmentioning

confidence: 99%

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

et al. 2017

View full text Add to dashboard Cite

Working memory, used to temporarily store and mentally manipulate information, is important for children’s learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent–child and teacher–student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 (Mage = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children’s perceptions of the teacher–student and parent–child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent–child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that parents and teachers can support working memory performance by being supportive for the child. Teacher support is most effective when the child has a negative relationship with the parent. These insights can give direction to specific measures aimed at preventing and resolving working memory problems and related issues.

show abstract

Section: Introductionmentioning

confidence: 99%

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

et al. 2017

View full text Add to dashboard Cite

show abstract

“…A group of authors determined that inhibitory control represented the main predictor of acquiring adaptive skills which include work habits, behavior, learning, academic success, and showing symptoms of psychiatric disorders, and that there was no significant correlation between working memory and adaptive skills (Vuontela et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Relation between working memory and self-control capacity in participants with mild intellectual disability

Dučić¹

2017

Spec eduk i rehabilitacija

View full text Add to dashboard Cite

Working memory is activated in situations which It was determined that verbal aspects of working memory were significantly related to the acquired level of self-control skills (p=0.002).1 This paper is the result of the research project "Creating a protocol for assessing educational potentials of children with disabilities, as a criterion for the development of individual educational programs", ON 179025 (2011ON 179025 ( -2015

show abstract

“…Recent work has considered the effect of the brain's executive function on academic achievement and behavioral problems (Miyake and Friedman 2012;St Clair-Thompson et al 2006;Vuontela et al 2013). According to Lezak (1982, p.281), executive function refers to "mental capacities necessary for formulating goals, planning how to achieve them, and carrying out the plans effectively".…”

Section: Cognitive Development Perspectivementioning

confidence: 99%

Causes of academic and behavioral difficulties among Japanese-Brazilian students: cognitive, linguistic and parental education factors

Konda

Miura

2015

Multiling.Ed.

View full text Add to dashboard Cite

As in other countries with large immigrant populations, in Japan there is increasing interest in students from culturally and linguistically diverse backgrounds who experience learning and behavioral difficulties in the classroom. The causes of the problems have not been identified owing to a lack of appropriate and comparable assessments. In this study we focused on Japanese-Brazilian elementary school students, the largest ethnic minority group of students in Japan, and explored whether evaluation of their learning and behavior is influenced by the following aspects: language proficiency, cognitive capacity and family environment. We conducted a set of tasks to assess the students' vocabulary and syntactic development in Japanese and Portuguese, and to evaluate their executive functions as an indicator of nonverbal cognitive development. Questionnaires were administered to teachers and parents in order to gain information about the children's classroom performance and family environment, such as parents' educational background and place of birth. Three key findings from our data include the following. (1) Some students in mainstream classrooms were 'at-risk' in their level of cognitive capacity. (2) Even among those with typical cognitive capacity, academic performance and classroom behavior were still rated lower than at grade level for the native population. (3) Teachers' ratings of the two aspects were associated with different factors: low academic performance was significantly influenced by poor working memory, while problematic behavior was affected by Japanese grammatical skill and father's educational background. This study used quantitative data to confirm that clear information about students' linguistic, cognitive and environmental profiles, could be used to ensure that appropriate support is provided to students experiencing difficulties.

show abstract

Working Memory, Attention, Inhibition, and Their Relation to Adaptive Functioning and Behavioral/Emotional Symptoms in School-Aged Children

Cited by 73 publications

References 53 publications

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

Relation between working memory and self-control capacity in participants with mild intellectual disability

Causes of academic and behavioral difficulties among Japanese-Brazilian students: cognitive, linguistic and parental education factors

Contact Info

Product

Resources

About