Endogenous control is insufficient for preventing attentional capture in children and adults

Hayre, Rumandeep K; Cragg, Lucy; Allen, Harriet A.

doi:10.1016/j.actpsy.2022.103611

Cited by 3 publications

(2 citation statements)

References 90 publications

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“…Such improved goal maintenance has also been argued to produce an additional qualitative shift, namely from externally driven to self-directed cognitive control (Munakata et al 2012), as indicated by a decrease in reliance on external cues to produce goal-relevant behavior. Such endogenous cognitive control has been shown to improve during childhood (Hayre et al 2022) and into adolescence (Kave et al 2008).…”

Section: The Prevailing Paradigmmentioning

confidence: 99%

A Rational Account of Cognitive Control Development in Childhood

Steinbeis

2023

Annu. Rev. Dev. Psychol.

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Cognitive control is defined as a set of processes required for the organization of goal-directed thoughts and actions. It is linked to success throughout life including health, wealth, and social capital. How to support the development of cognitive control is therefore an intensively discussed topic. Progress in understanding how this critical life skill can be optimally scaffolded in long-lasting ways has been disappointing. I argue that this effort has been hampered by the predominant perspective that cognitive control is a competence or ability, the development of which is driven by predetermined maturational sequences. I propose that this traditional view needs to be overhauled in light of a growing body of evidence suggesting that cognitive control allocation is a both highly dynamic and rational process subject to cost–benefit analyses from early in development. I discuss the ramifications of shifting our perspective on cognitive control mechanisms in relation to how we design interventions. I close by spelling out new avenues for scientific inquiry. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 5 is December 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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Section: The Prevailing Paradigmmentioning

confidence: 99%

A Rational Account of Cognitive Control Development in Childhood

Steinbeis

2023

Annu. Rev. Dev. Psychol.

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“…Children have the opportunity to participate in a range of gamified research studies, exposing them to the scientific methods used to study cognitive processes such as attention, memory, language, spatial, motor and social skills. These games change each year, and they have included activities such as navigating a virtual maze (Buckley et al, 2022), deciding what a toy on a table would look like from a different point of view (Pearson et al, 2016), choosing which side of a computer screen displays the most dots (Gilmore et al, 2013) and using clues to identify a series of targets in computerised displays while ignoring distractions (Hayre et al, 2022). Children are rewarded for playing a game with a token that they can spend on a variety of funfair activities designed to illustrate a key concept of how the human brain works; for example, 'hook a duck' is used to explain motor control, 'splat the rat' is used to explain reaction times, and a beanbag toss game with special goggles is used to explain prism adaptation.…”

Section: The Current Studymentioning

confidence: 99%

The impact of out-of-school science activities for primary school children on science knowledge, interest and later academic choices: an evaluation study

McDonald,

Beer,

Cragg

2023

Research for All

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Although a growing number of young people are choosing to undertake non-compulsory education, there is concern that not enough are electing to study science, technology, engineering and mathematics subjects. Research has suggested that out-of-school science activities, research participation and a child’s family interest can increase both knowledge of and interest in science, resulting in a higher likelihood of studying a science, technology, engineering and mathematics subject at an advanced level. However, the majority of research to date has been conducted with secondary school-age students. This study investigated the impact of Summer Scientist Week, an annual out-of-school science engagement event for 4–11-year-olds and their families held at the University of Nottingham, UK. This event introduces primary school-age children to psychology-related research and activities about the mind and brain. Findings from interviews conducted with children and parents at the event, as well as survey data from previous attendees aged 14–17 years, indicated an increase in knowledge and interest in science that was maintained over several years, influencing choices in A-level subjects. This is the first study to demonstrate the positive impact of out-of-school science activities in primary school-age children, and its sustained influence on later academic choices in secondary school.

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