Friends (and Sometimes Enemies) With Cognitive Benefits

Ybarra, Oscar; Winkielman, Piotr; Yeh, Irene; Burnstein, Eugene; Kavanagh, Liam

doi:10.1177/1948550610386808

Cited by 41 publications

(14 citation statements)

References 39 publications

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“…Feeling excluded or as if you do not belong impairs prefrontal cortex functioning, selective attention, and reasoning (Baumeister, DeWall, Ciarocco, & Twenge, 2005; Campbell et al, 2006; Twenge, Catanese, & Baumeister, 2002). Conversely, Ybarra, Winkielman, Yeh, Burnstein, & Kavanagh (2011) found that just basic getting-to-know-you interactions (even without any cooperative goal) boosted EFs as much as did non-social cognitive activities.…”

Section: Interventions Programs and Approaches To Improving Efsmentioning

confidence: 78%

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Diamond

Ling

2016

Developmental Cognitive Neuroscience

799

683

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The ‘Executive Functions’ (EFs) of inhibitory control, working memory, and cognitive flexibility enable us to think before we act, resist temptations or habitual reactions, stay focused, mentally play with ideas, reason, problem-solve, flexibly adjust to changed demands or priorities, and see things from new and different perspectives. These skills are critical for success in all life’s aspects. They are sometimes more predictive than even IQ or socioeconomic status. Understandably, there is great interest in improving EFs. It’s now clear they can be improved at any age through training and practice, much as physical exercise hones physical fitness. It also appears though, despite claims to the contrary, that wide transfer does not seem to occur and aerobic exercise per se does little to improve EFs. Important questions remain including: Are benefits just ephemeral and superficial? How much can EFs be improved and how long can benefits be sustained? What are the best methods for improving EFs? What about an approach accounts for its success? Do the answers to any of these differ by individual characteristics such as age or gender? Since stress, sadness, loneliness, or poor health impair EFs, and the reverse enhances EFs, I predict that approaches that not only directly train EFs but also indirectly support EFs by addressing emotional, social, and physical needs will be the most successful at improving EFs.

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Section: Interventions Programs and Approaches To Improving Efsmentioning

confidence: 78%

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Diamond

Ling

2016

Developmental Cognitive Neuroscience

799

683

View full text Add to dashboard Cite

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“…Furthermore, the lack of a significant association between peer rejection and WM can be explained, in our view, by taking into account the fact that rejected children are not completely isolated from social interactions (Ladd, 1983). Rather, rejected children spend a great deal of time engaging in aversive/agonistic exchanges with their peers (Gifford-Smith & Brownell, 2003;Ladd, 1983), and this engagement in negative/competitive interactions may have a role in limiting the negative effects on WM skills, as suggested in a study by Ybarra and colleagues (Ybarra, Winkielman, Yeh, Burnstein, & Kavanagh, 2010).…”

Section: Discussionmentioning

confidence: 99%

Executive function in the school context: The role of peer relationships

Lecce

Bianco

Ronchi

2019

Infant and Child Development

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Theoretical accounts and experimental data on young children have shown that executive functions (EFs) are predicted by experiential factors. However, studies on school‐aged children are rare. The present study has addressed this gap using a short‐term cross‐lagged longitudinal design focusing on the relationship between working memory (WM), conflict inhibition (CI), and peer acceptance (PA) and rejection (PR) in middle childhood. 245 children, aged 8 to 12 years at Time 1 (M = 10.03 years, SD = 1.21 years), were tested three times over 1 year. SEM showed that (a) PA at Times 1 and 2 positively predicted WM at Times 2 and 3 and (b) PR at Time 1 negatively predicted CI at Time 2. Our findings are in line with the view that EFs are significantly affected by children's social life at school and are interpreted in light of the regulatory depletion model and of the socio‐constructivist models. Highlights We examine cross‐lagged associations between children's peer relationships and executive functions in the school context. Peer acceptance predicts working memory development and peer rejection predicts inhibition development in middle childhood. Executive functioning development is sensitive to children's social experiences with peers at school.

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“…Social interaction confers cognitive benefits across the lifespan ( Hawkley and Cacioppo, 2010 ; Ybarra et al. , 2011 ; Hikichi et al.…”

Section: Introductionmentioning

confidence: 99%

“…, 2016 ). In particular, social connection is associated with increased performance on cognitive tasks including executive function ( Ybarra et al. , 2011 ), verbal reasoning ( Beadleston et al.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Response Inhibition in Adolescents is Moderated by Brain Connectivity and Social Network Structure

Tompson

O’Donnell

Cascio

et al. 2020

Social Cognitive and Affective Neuroscience

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The social environment an individual is embedded in influences their ability and motivation to engage self-control processes, but little is known about the neural mechanisms underlying this effect. Many individuals successfully regulate their behavior even when they do not show strong activation in canonical self-control brain regions. Thus, individuals may rely on other resources to compensate, including daily experiences navigating and managing complex social relationships that likely bolster self-control processes. Here, we employed a network neuroscience approach to investigate the role of social context and social brain systems in facilitating self-control in adolescents. We measured brain activation using fMRI as 62 adolescents completed a Go/No-Go response inhibition task. We found that self-referential brain systems compensate for weaker activation in executive function brain systems, especially for adolescents with more friends and more communities in their social networks. Collectively, our results indicate a critical role for self-referential brain systems during the developmental trajectory of self-control throughout adolescence.

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Friends (and Sometimes Enemies) With Cognitive Benefits

Cited by 41 publications

References 39 publications

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Executive function in the school context: The role of peer relationships

Response Inhibition in Adolescents is Moderated by Brain Connectivity and Social Network Structure

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