The development of inhibitory control in preschool children: Effects of “executive skills” training

Dowsett, Sharon M.; Livesey, David J.

doi:10.1002/(sici)1098-2302(200003)36:2<161::aid-dev7>3.0.co;2-0

Cited by 290 publications

(219 citation statements)

References 45 publications

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“…The study of transferable improvement in task switching not only adds to our understanding of the different processes involved in task switching, but also adds to a small but growing literature of studies demonstrating transferable improvement in executive processes (Bherer et al, 2005;Dowsett & Livesey, 2000;Klingberg et al, 2002;Kramer et al, 1995). Given the rising interest in the extent to which executive processes, such as task switching, can benefit from various interventions from such cognitive training or rehabilitation programs in impaired populations (Butler & Copeland, 2002;Kramer, Hahn, & McAuley, 2000;Minear & Shah, 2006;Rueda, Rothbart, McCandliss, Saccomanno, & Posner, 2005), it is important to establish the extent to which, and the conditions under which, training on these processes can yield measurable improvements.…”

Section: Resultsmentioning

confidence: 99%

Training and transfer effects in task switching

Minear¹,

2008

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Section: Resultsmentioning

confidence: 99%

Training and transfer effects in task switching

Minear¹,

2008

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“…Although many training studies have focused on rehabilitation of executive functions in clinical populations (e.g., Klinberg et al, 2005;Sammer, Reuter, Hullmann, Kaps, & Vaitl, 2006;White & Shah, 2006) or in aging or developmental populations (Dowsett & Livesey, 2000;Kramer, Larish. & Strayer, 1995;Rueda, Rothbart, McCandliss, Saccomanno, & Posner, 2005), some research has also demonstrated improvement in normal young adults (e.g., Erickson et al, 2007;Kramer et al, 1995;White & Shah, 2006).…”

Section: Interpretation Of High Heritability For Executive Functionsmentioning

confidence: 99%

“…Moreover, when we estimated ADE models, the D parameters were nonsignificant. (Dowsett & Livesey, 2000;Kramer, Larish. & Strayer, 1995;Rueda, Rothbart, McCandliss, Saccomanno, & Posner, 2005), some research has also demonstrated improvement in normal young adults (e.g., Erickson et al, 2007;Kramer et al, 1995;White & Shah, 2006).…”

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confidence: 99%

Individual differences in executive functions are almost entirely genetic in origin.

Friedman¹,

Miyake²,

Young³

et al. 2008

Journal of Experimental Psychology: General

1,268

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1,373

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Recent psychological and neuropsychological research suggests that executive functions -the cognitive control processes that regulate thought and action -are multifaceted and that different types of executive functions are correlated but separable. The present multivariate twin study of three executive functions (inhibiting dominant responses, updating working memory representations, and shifting between task sets), measured as latent variables, examined why people vary in these executive control abilities and why these abilities are correlated but separable from a behavioral genetic perspective. Results indicated that executive functions are correlated because they are influenced by a highly heritable (99%) common factor that goes beyond general intelligence or perceptual speed, and they are separable because of additional genetic influences unique to particular executive functions. This combination of general and specific genetic influences places executive functions among the most heritable psychological traits. These results highlight the potential of genetic approaches for uncovering the biological underpinnings of executive functions and suggest a need for examining multiple types of executive functions to distinguish different levels of genetic influences. Keywords HERITABILITY; EXECUTIVE CONTROL; INHIBITION; UPDATING; TASK SWITCHING; FRONTAL LOBE TASKSIndividuals vary widely in their abilities to control their own thoughts and actions. Some people seem ruled by impulses, while others manage successfully to regulate their behaviors. From the perspective of cognitive psychology, such variation reflects individual differences in executive functions, a collection of correlated but separable control processes that regulate lower-level cognitive processes to shape complex performance. Although there is no clear consensus yet on how best to define or conceptualize executive functions, they are considered key mechanisms in many models of normal and abnormal cognition, such as cognitive development (e.g., Lyon & Krasnegor, 1996;Zelazo, Carter, Reznick, & Frye, 1997), agerelated decline in cognitive abilities (e.g., Hasher, Zacks, & May, 1999;Lowe & Rabbitt, 1997), and disorders such as ADHD (Barkley, 1997;Nigg, 2006), autism (Russell, 1997), schizophrenia (Frith, 1992), and substance use problems (Garavan & Stout, 2005).Address correspondence to: Naomi Friedman, Institute for Behavioral Genetics, 447 UCB, University of Colorado, Boulder, CO 80309, Email: naomi.friedman@colorado.edu, NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptDespite the centrality of executive functions in current psychological research, little is known about the sources of normal individual differences in executive functions. Why do people vary in their executive control abilities? We approached this question from a behavioral genetic perspective, which elucidates the etiology of individual differences by providing estimates of the extent to which they are due to genetic and environmental...

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“…For instance, during the preschool years, children become more able to delay responses, to suppress responses in a go-no go paradigm, and to respond correctly in the presence of a conflicting response option (Diamond & Taylor, 1996;Gerstadt, Hong, & Diamond, 1994;Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996;Livesey & Morgan, 1991). The development of working memory and inhibitory control occurs in tandem (Cowan, 1997;Hulme & Roodenrys, 1995), with a close relationship between working memory and inhibitory control beginning to emerge during the preschool years (Dowsett & Livesey, 2000).Theory of mind is a more specific form of social information processing that also demonstrates ongoing development. Theory of mind involves the ability to think about mental states and to use them to understand and predict what other people know and how they will act (Bibby & McDonald, 2005).…”

mentioning

confidence: 99%

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

Yeates

Bigler

Dennis

et al. 2007

Psychological Bulletin

392

400

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The authors propose a heuristic model of the social outcomes of childhood brain disorder that draws on models and methods from both the emerging field of social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The heuristic model characterizes the relationships between social adjustment, peer interactions and relationships, social problem solving and communication, social-affective and cognitive-executive processes, and their neural substrates. The model is illustrated by research on a specific form of childhood brain disorder, traumatic brain injury. The heuristic model may promote research regarding the neural and cognitiveaffective substrates of children's social development. It also may engender more precise methods of measuring impairments and disabilities in children with brain disorder and suggest ways to promote their social adaptation. Surprisingly little is known about the extent, basis, and consequences of the social problems associated with neurological dys-function and brain insults occurring during childhood, despite the significant long-term implications of social development for children's functioning at home, in school, and in the community (Parker, Rubin, Erath, Wojslawowicz, & Buskirk, 2006;Rubin, Bukowski, & Parker, 2006). Until recently, the lack of measurement tools and articulated models of social functioning has limited our ability to address social outcomes in children with brain disorder. The development of more sensitive measures and explicit models of social functioning would help researchers and clinicians to target children with brain disorders for further study and intervention.Now is an excellent time to consider social outcomes in children with brain disorder. The emerging field of social cognitive neuroscience provides a critical perspective on the social impact of childhood brain disorder. Social neuroscience not only supplies tools needed to better understand the neural substrates and social-cognitive processes associated with social functioning, but also provides a foundation for a multilevel, integrative analysis of the social difficulties arising from neurological insults (Brothers, 1990;Cacioppo, Berntson, Sheridan, & McClintock, 2000;Moss & Damasio, 2001;Ochsner & Lieberman, 2001;Posner, Rothbart, & Gerardi-Caulton, 2001). Although social neuroscience to date has focused primarily on adults, in part because of the inability to study the developing brain in vivo, this no longer need be the case. With contemporary neuroimaging, various elegant methods are available that can inform researchers about brain development and neuropathology in the study of social behavior in children with brain disorder (Toga & Thompson, 2005).The methods and models derived from social neuroscience will be particularly powerful when combined with those associated with the study of social competence in developmental psychology and developmental psychopathology Rubin, Bukowski, & Parker, 2006). The latter approaches reflect a development...

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The development of inhibitory control in preschool children: Effects of “executive skills” training

Cited by 290 publications

References 45 publications

Training and transfer effects in task switching

Training and transfer effects in task switching

Individual differences in executive functions are almost entirely genetic in origin.

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

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