Negative Priming Effects in Children Engaged in Nonspatial Tasks: Evidence for Early Development of an Intact Inhibitory Mechanism.

Pritchard, Verena; Neumann, Ewald

doi:10.1037/0012-1649.40.2.191

Cited by 61 publications

(79 citation statements)

References 61 publications

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“…However, care would need to be taken to determine that all subjects had equivalent knowledge of information pertinent to potential strategy use (i.e., directionality). Recent work by Pritchard and Neumann (2004) also supports the suggestion that tasks using color and shape stimuli are appropriate when designing tasks tapping the mechanisms underlying attentional performance.…”

Section: Discussionmentioning

confidence: 73%

“…Specifically, younger subjects are less able to adapt to variations in spatial configurations, less efficient at focusing attention on a target location, and also less likely to correctly inhibit the processing of irrelevant task stimuli (Enns & Akhtar, 1989;Enns & Cameron, 1987;Enns & Girgus, 1985). Yet, there are several instances of children demonstrating intact cognitive skills typically attributed only to older children and adults, especially when standard task parameters were manipulated (Enns & Akhtar, 1989;Müller, Zelazo, Hood, Leone, & Rohrer, 2004;Pritchard & Neumann, 2004). These mixed results emphasize the importance of considering task design, including stimuli choice and protocol, when attempting to assess developmental differences in attention processes.…”

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confidence: 99%

“…Preschool-aged children have also been shown to benefit from the addition of cues that highlight targets in filtering paradigms (Pastò & Burack, 1997). Likewise, Pritchard and Neumann (2004) built on the work of Tipper and colleagues (Tipper, Bourque, Anderson, & Brehaut, 1989;Tipper & McLaren, 1990) in order to link specific underlying mechanisms to cognitive performance, and found that inhibitory processes associated with conceptual negative priming are intact in children as young as 5 years of age when the repetition of distractor and neutral conditions is omitted. However, the general paucity of research addressing this issue suggests that attempts to investigate mechanisms underlying attentional processes and cognitive control may have been hampered by difficulties with task design and experimental parameters.…”

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confidence: 99%

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Variations of the flanker paradigm: Assessing selective attention in young children

2007

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The development of selective attention and associated self-regulatory processes was assessed in young children, ages 4, 5, and 6, through the use of three alternative versions of the flanker paradigm utilizing colors, shapes, and fish. These variations were used to examine the influence of task differences on children's performance. The presence of cognitive self-regulatory strategies in young children was also assessed. Significant flanker interference effects, marked by significant task-linked response time differences, were found across all three versions of the paradigm. Although a significant portion of children demonstrated self-regulatory abilities, not every participant demonstrated the specific strategies of self-monitoring and response control. Furthermore, these differences were evident across all age groups. The implications of these results are discussed within the theoretical context of task development, taking into consideration the need to modify computerized attention paradigms for use with young children in order to reliably measure cognitive constructs across children and adults.

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Section: Discussionmentioning

confidence: 73%

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confidence: 99%

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confidence: 99%

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Variations of the flanker paradigm: Assessing selective attention in young children

2007

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“…Less confounded identity tasks were used in other studies. Here, NP was intact in children ranging from 5-12 years (Pritchard & Neumann, 2004, 2009. Children in a range of 6 -11 years also exhibited identity NP effects that were not significantly different from those of adult participants .…”

Section: Which Variables Can Explain Individual Differences In Np?mentioning

confidence: 89%

The negative priming paradigm: An update and implications for selective attention

2015

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Negative Priming (NP) is an influential paradigm in cognitive psychology that was originally developed to measure attentional selection. Yet, up to the mid-1990s, a large number of experimental reports questioned whether the NP effect is based on attentional inhibition and/or episodic retrieval processes. In this review, we summarize findings since the mid1990s and discuss new and old theoretical approaches to Negative Priming. We conclude that more than one process contributes to NP and that future research should analyze the conditions under which a particular process contributes to NP. Moreover, we argue that the paradigm -although it does not measure a single cognitive process alone -is still a useful tool for understanding selection in cognition. In fact, it might be a virtue of the paradigm that several cognitive processes work here together as selection in nonexperimental contexts is surely a multidimensional process. From this perspective, research on NP is relevant for all research fields analyzing selection. We therefore close our review by discussing the implications of the new evidence on NP for theories of selective attention.

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“…We have examined a common assumption that this age-related difference is due to poorer control of suppression of the irrelevant word reading task in younger children. Although widely held, this assumption has received relatively little empirical support and indeed a recent study by Pritchard and Neumann (2004) did not show developmental differences in the magnitude of suppression as measured by negative priming. We sought evidence for developmental differences in suppression by applying a particularly informative analysis of response time distributions (Ridderinkhof, 2002).…”

Section: Discussionmentioning

confidence: 99%

Cognitive Control in Children

2006

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The development of cognitive control and its relationship to overcoming Stroop interference was assessed in a sample (N = 65) of elementary school children. Subjects alternately performed Stroop color naming trials and word reading trials. In separate blocks, the colored Stroop items were noncolor words (incongruent condition) or rows of asterisks (neutral condition). Younger children showed both larger Stroop interference and a greater slowing of word reading in the incongruent condition. We conducted an analysis of response time distributions that assessed the degree of word reading suppression applied by younger and older children. Surprisingly, these analyses indicated that younger children engaged in stronger suppression than older children. We propose that greater Stroop interference among younger children is not due to lack of ability to suppress word reading, but instead is the result of a failure to consistently maintain the task set of color naming.Resolving competition between two operations invited by a stimulus configuration requires a form of cognitive control. For example, the operations of word reading and color naming come into conflict in the standard Stroop (1935) task, where naming the color of a written word is slower than color naming of a neutral stimulus such as a row of Xs.

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Negative Priming Effects in Children Engaged in Nonspatial Tasks: Evidence for Early Development of an Intact Inhibitory Mechanism.

Cited by 61 publications

References 61 publications

Variations of the flanker paradigm: Assessing selective attention in young children

Variations of the flanker paradigm: Assessing selective attention in young children

The negative priming paradigm: An update and implications for selective attention

Cognitive Control in Children

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