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dc.contributor.authorKubota, Maki
dc.contributor.authorHadley, Lauren V
dc.contributor.authorSchaeffner, Simone
dc.contributor.authorKönen, Tanja
dc.contributor.authorMeaney, Julie-Ann
dc.contributor.authorAuyeung, Bonnie
dc.contributor.authorMorey, Candice C
dc.contributor.authorKarbach, Julia
dc.contributor.authorChevalier, Nicolas
dc.date.accessioned2021-04-06T11:28:29Z
dc.date.available2021-04-06T11:28:29Z
dc.date.issued2020-06-08
dc.description.abstractAs children become older, they better maintain task-relevant information in preparation of upcoming cognitive demands. This is referred to as proactive control, which is a key component of cognitive control development. However, it is still uncertain whether children engage in proactive control consistently across different contexts and how proactive control relates to academic abilities. This study used two common tasks—the AX Continuous Performance Task (AX-CPT) and the Cued Task-Switching Paradigm (CTS)—to examine whether proactive control engagement in 102 children (age range: 6.91–10.91 years) converges between the two tasks and predicts academic abilities. Proactive control indices modestly correlated between tasks in higher but not lower working-memory children, suggesting that consistency in proactive control engagement across contexts is relatively low during childhood but increases with working memory capacity. Further, working memory (but not verbal speed) predicted proactive control engagement in both tasks. While proactive control as measured by each task predicted math and reading performance, only proactive control measured by CTS additionally predicted reasoning, suggesting that proactive control can be used as a proxy for academic achievements.en_US
dc.identifier.citationKubota M, Hadley, Schaeffner, Könen, Meaney, Auyeung B, Morey, Karbach, Chevalier. Consistent use of proactive control and relation with academic achievement in childhood . Developmental Science. 2020;203(10):1en_US
dc.identifier.cristinIDFRIDAID 1855360
dc.identifier.doi10.1016/j.cognition.2020.104329
dc.identifier.issn1363-755X
dc.identifier.issn1467-7687
dc.identifier.urihttps://hdl.handle.net/10037/20778
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.journalDevelopmental Science
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Social science: 200::Psychology: 260::Developmental psychology: 265en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Psykologi: 260::Utviklingspsykologi: 265en_US
dc.titleConsistent use of proactive control and relation with academic achievement in childhooden_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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