The Development of Executive Attention: Contributions to the Emergence of Self-Regulation

Abstract

Over the past decade, developmental studies have established connections between executive attention, as studied in neurocognitive models, and effortful control, a temperament system supporting the emergence of self-regulation. Functions associated with the executive attention network overlap with the more general domain of executive function in childhood, which also includes working memory, planning, switching, and inhibitory control (Welch, 2001). Cognitive tasks used with adults to study executive attention can be adapted to children and used with questionnaires to trace the role of attention and effortful control in the development of self-regulation. In this article we focus on the monitoring and control functions of attention and discuss its contributions to self-regulation from cognitive, temperamental, and biological perspectives.

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

“…The hypothesis is that direct training in cognitive tasks that utilize working memory, inhibitory control, and attention set shifting may strengthen these cognitive capacities in ways that foster more generalized regulatory control over emotion, behavior, and attentional focus in the classroom (Rueda et al, 2005). Initial studies suggest that practice sessions have a strong effect on children's performance on EF tasks (Rueda et al, 2005).…”

“…The hypothesis is that direct training in cognitive tasks that utilize working memory, inhibitory control, and attention set shifting may strengthen these cognitive capacities in ways that foster more generalized regulatory control over emotion, behavior, and attentional focus in the classroom (Rueda et al, 2005). Initial studies suggest that practice sessions have a strong effect on children's performance on EF tasks (Rueda et al, 2005). In addition, initial evidence suggests that computer-based training focused on inhibitory control and attention set shifting may benefit children with attention-deficit/hyperactivity disorder, promoting gains in EF skills and behavioral control (Klingberg et al, 2005).…”

“…As such, the executive regulatory system directly influences and is influenced by emotional and autonomic responses to stimulation. It plays a central role in the developing ability to regulate attention, emotion, and behavior during the preschool years (Rueda, Posner, & Rothbart, 2005). …”

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

“…Although aspects of focused, obligatory attention are evident in infancy, 66 there are marked developmental changes in the control of attention during the preschool years. 67,68 Ruff, Capozzoli, and Weissberg 69 conducted a series of seminal studies on the development of sustained visual attention in preschool children. Importantly, the set of studies attempted to determine developmental trends in attention in several different situations (i.e., free play, television viewing, and reaction time task), to assess attention, consistency within, and stability across situations.…”

El Rol de la Atención y Percepción Viso-Espacial en el Desempeño Lector en la Mediana Infancia

“…Si bien no existe una teoría unificada de la atención, los modelos neurocognitivos actuales acuerdan en definirla como una función de control cognitivo responsable de la organización jerárquica de los procesos encargados de elaborar la información (Petersen & Posner, 2012;Portellano Pérez, 2005;Posner & Rothbart, 2014). Representa la puerta de acceso que posibilita la puesta en marcha de una serie de funciones cognitivas, tales como la percepción, memorización y evocación de contenidos, la capacidad para planificar, organizar y monitorizar una acción para comprobar su ajuste a la tarea propuesta, inhibiendo respuestas inadecuadas y dominantes, la flexibilidad cognitiva para corregir errores o generar nuevas conductas en función de las demandas del contexto y la finalización de la acción cuando los objetivos se han cumplido, evaluando sus resultados (Ison & Carrada, 2012;Portellano Pérez, 2005;Rueda, Posner & Rothbart, 2005). Su desarrollo se considera esencial para el funcionamiento de otros procesos cognitivos y es un indicador que permite predecir el desempeño en tareas que demandan control cognitivo (Ison, 2009;Rueda et al, 2005).…”