Inhibitory Processes Training for School-age Children: Transfer Effects

Aydmune, Yésica; Introzzi, Isabel; Lipina, Sebastián Javier

doi:10.1080/87565641.2019.1677667

Cited by 17 publications

(10 citation statements)

References 113 publications

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“…Transferability could be considered as a crucial indicator of cognitive rehabilitation programs [47]. Some studies found the transfer of inhibitory control training to gains to other cognitive domains such as problem solving and working memory, without considerable transfer to other inhibitory control tasks [48]. Considering the new conceptualization of transfer as both vertical and horizontal transfer that consider transfer to the other cognitive domains as horizontal and transfer to the behavior as vertical [47], all of the cognitive domains that were evaluated in Aydmune's study fall into the horizontal transfer category.…”

Section: Resultsmentioning

confidence: 99%

Inhibitory control training improves ADHD symptoms and externalizing behavior 

Nejati

Fallah

Raskin³

2020

Preprint

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Background: The majority of cognitive and behavioral deficits in children with attention deficit- hyperactivity disorder (ADHD) originate from impaired inhibitory control. Methods: In the present study, thirty preschoolers with ADHD were recruited in a random clinical trial design in two equal control and intervention groups. The Color-Word Stroop test, Go/No- Go task, Swanson, Nolan, and Pelham Rating Scale, and Child Behavior Checklist were used for assessment at baseline, after intervention, and at one- month follow- up sessions. The program for attentive rehabilitation of inhibition and selective attention (PARISA) was used for intervention in 12-15 sessions. Results: The data demonstrate improvement in prepotent inhibition and interference control in the intervention group. Furthermore, the hyperactivity/ impulsivity symptoms were ameliorated and the externalizing behavioral problem were improved after intervention. Conclusion: Inhibitory control in preschoolers with ADHD is trainable and the benefit of training could be transferred to ADHD symptoms and externalizing behavior.Trial registration: IR.IAU.TMU.REC.1398.046.

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Section: Resultsmentioning

confidence: 99%

Inhibitory control training improves ADHD symptoms and externalizing behavior 

Nejati

Fallah

Raskin³

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Transferability could be considered as a crucial indicator of cognitive rehabilitation programs [47]. Some studies found the transfer of inhibitory control training gain to other cognitive domains such as problem solving and working memory as far transfer, without considerable transfer to other inhibitory control tasks [48]. Considering the new conceptualization of transfer as vertical and horizontal transfer [47], all of the cognitive domains that were evaluated in Aydmune's study fall into the horizontal transfer category.…”

Section: Discussionmentioning

confidence: 95%

Inhibitory control training improves ADHD symptoms and externalizing behavior

Nejati¹,

Fallah²,

Raskin³

2020

Preprint

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Background: The majority of cognitive and behavioral deficit in children with attention deficit- hyperactivity disorder (ADHD) originates form the impaired inhibitory control. Methods: In the present study, thirty preschoolers with ADHD are requited in an experimental design in two equal control and intervention groups. The Color- word Stroop test, GO/No- Go task, Swanson, Nolan, and Pelham Rating Scale, and Child Behavior Checklist were used for assessment in baseline, after intervention, and one- month follow- up sessions. The program for attentive rehabilitation of inhibition and selective attention (PARISA) was used for intervention in 12-15 sessions. Results: The result found improvement in prepotent inhibition and interference control in intervention group. Furthermore, the hyperactivity/ impulsivity symptoms were ameliorated and the externalizing behavioral problem were improved after intervention. Conclusion: The inhibitory control in preschooler with ADHD is trainable and the benefit of training could be transferred to the ADHD symptoms and externalizing behavior.Trial registration: IR.IAU.TMU.REC.1398.046.

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“…According to literature, both experience changes during this stage, and at the same time they are important for children's performance, for example, in the school setting (Diamond, 2013(Diamond, , 2016Ferrer et al, 2009;Michel & Anderson, 2009). Then, the understanding of the relation and specific contribution with FI can lead to the development of interventions on this process, aimed at preventing difficulties associated to FI and other related abilities (Arán Filippetti et al, 2010;Y. Aydmune, Lipina, & Introzzi, 2017;Sheese & Lipina, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…We use both variables as dependent variables. The activity fulfills the expected internal criteria according to the paradigm on which it was built ( Y. S. Aydmune, Introzzi, Zamora, & Lipina, 2018 ) and shows adequate levels of convergent and divergent validity ( Y. Aydmune et al, 2019 ).…”

Section: Methodsmentioning

confidence: 99%

“…Finally, relations between cognitive inhibition and FI in child population can be deduced from the few studies in which there was an intervention on this process, which have found effects on FI (e.g., Y. Aydmune, Introzzi, & Lipina, 2019). However, in literature there are not studies in this population that analyze specifically the relation of cognitive inhibition with FI.…”

Section: Inhibitory Processes and Fluid Intelligencementioning

confidence: 99%

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Inhibitory Processes and Fluid Intelligence: a Performance at Early Years of Schooling

Aydmune

Introzzi

Zamora

et al. 2020

Int. j. psychol. res.

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Inhibition constitutes one of the main executive functions and it is important to more complex skills such as fluid intelligence. Actually, there is an agreement on distinguishing three inhibitory types: perceptual, cognitive and response inhibition. Several studies show the differential engagement of these inhibitory types in different skills. However, there is no registered evidence about the differential relation of inhibitory types with fluid intelligence. This inquiry is especially important during the first school years, since in this stage, inhibitory processes would already be differentiated, and inhibitory processes and fluid intelligence are linked to the performance of children in the school setting. For these reasons, the goal of this work is to study the relation and contribution of perceptual, cognitive, and response inhibition with fluid intelligence, in children in the first years of primary school. For that purpose, a sample of children from six to eight years old (N = 178) was tested with a perceptual inhibition task (perception of similarities and differences task); a cognitive inhibition task (proactive interference task); a response inhibition task (stop signal task); and a fluid intelligence task (progressive matrices task). We observed significant correlations between perceptual and response inhibition and fluid intelligence (controlling for age), but only perceptual inhibition explains significantly part of the performance in the fluid intelligence task. This study provides data about the specific contribution, during childhood, of an inhibitory type to fluid intelligence and contributes empirical evidence in support of the non-unitary approach of inhibition.

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Inhibitory Processes Training for School-age Children: Transfer Effects

Cited by 17 publications

References 113 publications

Inhibitory control training improves ADHD symptoms and externalizing behavior

Inhibitory control training improves ADHD symptoms and externalizing behavior

Inhibitory control training improves ADHD symptoms and externalizing behavior

Inhibitory Processes and Fluid Intelligence: a Performance at Early Years of Schooling

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Inhibitory Processes Training for School-age Children: Transfer Effects

Cited by 17 publications

References 113 publications

Inhibitory control training improves ADHD symptoms and externalizing behavior&nbsp;

Inhibitory control training improves ADHD symptoms and externalizing behavior&nbsp;

Inhibitory control training improves ADHD symptoms and externalizing behavior

Inhibitory Processes and Fluid Intelligence: a Performance at Early Years of Schooling

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Product

Resources

About

Inhibitory control training improves ADHD symptoms and externalizing behavior

Inhibitory control training improves ADHD symptoms and externalizing behavior