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Eichorn, Naomi; Pirutinsky, Steven – Journal of Speech, Language, and Hearing Research, 2021
Purpose: This study compared attention control and flexibility in school-age children who stutter (CWS) and children who do not stutter (CWNS) based on their performance on a behavioral task and parent report. We used a classic attention-shifting paradigm that included manipulations of task goals and timing to test effects of varying demands for…
Descriptors: Stuttering, Cognitive Ability, Parent Attitudes, Comparative Analysis
Lillie Moffett; Frederick J. Morrison – Grantee Submission, 2020
Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…
Descriptors: Self Control, Executive Function, Inhibition, Short Term Memory
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Lillie Moffett; Frederick J. Morrison – Journal of Educational Psychology, 2020
Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…
Descriptors: Self Control, Executive Function, Inhibition, Short Term Memory
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Strutt, George F.; And Others – Journal of Experimental Child Psychology, 1975
This study examined how well subjects of different ages were able to ignore the presence of irrelevant stimulus information. The speed of classification of 6-, 9- and 12-year-olds and adults was measured. Significant effects of age, sex, number of irrelevant dimensions, and relevant dimension on speed of classification were obtained. (GO)
Descriptors: Age Differences, Attention Control, Classification, Elementary School Students
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Lorch, Elizabeth Pugzles; Horn, Donna G. – Journal of Experimental Child Psychology, 1986
Tests the hypothesis that habituation of attention to irrelevant information can account for within-task improvement in selective attention--that children who are preexposed to stimuli that will later be irrelevant in a speeded classification task will experience less interference than children not given the opportunity to habituate. (HOD)
Descriptors: Age Differences, Attention Control, Classification, Elementary Education