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Direct linkAnn Folker; Christina Bertrand; Yelim Hong; Laurence Steinberg; Natasha Duell; Lei Chang; Laura Di Giunta; Kenneth A. Dodge; Sevtap Gurdal; Daranee Junla; Jennifer E. Lansford; Paul Oburu; Concetta Pastorelli; Ann T. Skinner; Emma Sorbring; Marc H. Bornstein; Liliana Maria Uribe Tirado; Saengduean Yotanyamaneewong; Liane Peña Alampay; Suha M. Al-Hassan; Dario Bacchini; Kirby Deater-Deckard – Developmental Science, 2025
Executive functioning (EF) is an important developing self-regulatory process that has implications for academic, social, and emotional outcomes. Most work in EF has focused on childhood, and less has examined the development of EF throughout adolescence and into emerging adulthood. The present study assessed longitudinal trajectories of EF from…
Descriptors: Executive Function, Adolescents, Young Adults, Age Differences
Gonzalez, Antonya Marie; Block, Katharina; Oh, Hee Jae Julie; Bizzotto, Riley; Baron, Andrew Scott – Journal of Cognition and Development, 2022
Numerous studies suggest that by elementary school, children have implicit and explicit gender stereotypes about the toys, activities, roles, and abilities associated with boys vs. girls. Furthermore, these stereotypes have been shown to affect children's goals and behaviors, leading them to pursue activities that are associated with their own…
Descriptors: Sex Stereotypes, Sex Role, Child Behavior, Child Development
Gonthier, Corentin; Ambrosi, Solène; Blaye, Agnès – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Cognitive control can be triggered by explicit or implicit events; it has been proposed that these two possibilities tap into dissociable mechanisms. In this study, we investigate this idea by testing whether young children, who struggle with explicitly triggered control, can demonstrate proportion congruency effects--which are based on implicit…
Descriptors: Cognitive Processes, Cognitive Development, Child Development, Congruence (Psychology)
Veneziano, Edy; Bartoli, Eleonora – First Language, 2022
This work is based on previous studies showing that a short conversational intervention (SCI) focusing on the causes of the story events is effective in promoting the causal and mental content of children's narratives. In these studies, however, not all the children improved their narratives after the SCI). The present study examined individual…
Descriptors: Individual Differences, Personal Narratives, Story Telling, Executive Function
Schulz, Daniel; Richter, Tobias; Schindler, Julia; Lenhard, Wolfgang; Mangold, Madlen – Journal of Cognition and Development, 2023
Inhibitory control is a core executive function that develops during childhood and is measured with tasks that require the inhibition of a dominant response. The current study examined the diagnostic value of using response accuracy and latency in a simple inhibitory control test, the computerized Pointing-Stroop Task (cPST), for kindergarten…
Descriptors: Kindergarten, Item Response Theory, Reaction Time, Inhibition
Lin, Yi; Ding, Hongwei; Zhang, Yang – Journal of Speech, Language, and Hearing Research, 2021
Purpose: This study aimed to examine the Stroop effects of verbal and nonverbal cues and their relative impacts on gender differences in unisensory and multisensory emotion perception. Method: Experiment 1 investigated how well 88 normal Chinese adults (43 women and 45 men) could identify emotions conveyed through face, prosody and semantics as…
Descriptors: Reaction Time, Interference (Learning), Color, Visual Stimuli
Rey-Mermet, Alodie; Gade, Miriam; Oberauer, Klaus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Inhibition is often conceptualized as a unitary construct reflecting the ability to ignore and suppress irrelevant information. At the same time, it has been subdivided into inhibition of prepotent responses (i.e., the ability to stop dominant responses) and resistance to distracter interference (i.e., the ability to ignore distracting…
Descriptors: Inhibition, Age Differences, Individual Differences, Responses
Zekveld, Adriana A.; van Scheepen, J. A. M.; Versfeld, Niek J.; Kramer, Sophia E.; van Steenbergen, Henk – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The pupil dilation response is sensitive not only to auditory task demand but also to cognitive conflict. Conflict is induced by incompatible trials in auditory Stroop tasks in which participants have to identify the presentation location (left or right ear) of the words "left" or "right." Previous studies demonstrated…
Descriptors: Hearing Impairments, Eye Movements, Auditory Stimuli, Task Analysis
Kurth, Luisa; Engelniederhammer, Anna; Sasse, Heide; Papastefanou, Georgios – School Psychology International, 2020
This research investigates whether a short mindfulness exercise can reduce children's psychophysiological stress reactions in the face of a performance task. To answer the question, a randomized controlled trial with 106 elementary school children, aged between 5 and 11 years, was conducted. An intervention group completed a two-minute breathing…
Descriptors: Elementary School Students, Metacognition, Stress Variables, Intervention
Bradford, Elisabeth E. F.; Brunsdon, Victoria E. A.; Ferguson, Heather J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Perspective-taking plays an important role in daily life, allowing consideration of other people's perspectives and viewpoints. This study used a large sample of 265 community-based participants (aged 20-86 years) to examine changes in perspective-taking abilities--a component of "Theory of Mind"--across adulthood, and how these changes…
Descriptors: Perspective Taking, Eye Movements, Error Patterns, Older Adults
Schirmbeck, Katharina; Rao, Nirmala; Wang, Rhoda; Richards, Ben; Chan, Stephanie W. Y.; Maehler, Claudia – European Journal of Psychology of Education, 2021
Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from…
Descriptors: Cross Cultural Studies, Executive Function, Foreign Countries, Naming
Zhao, Xin; Fu, Junjun; Ma, Xiaofeng; Maes, Joseph H. R. – Journal of Cognition and Development, 2019
According to the executive framework of prospective memory (PM), age-related differences in PM performance are mediated by age-related differences in executive functioning (EF). The present study further explored this framework by examining which specific components of EF are associated with PM differences between and within three age groups. A…
Descriptors: Age Differences, Memory, Executive Function, Age Groups
Spinelli, Giacomo; Goldsmith, Samantha F.; Lupker, Stephen J.; Morton, J. Bruce – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
According to some accounts, the bilingual advantage is most pronounced in the domain of executive attention rather than inhibition and should therefore be more easily detected in conflict adaptation paradigms than in simple interference paradigms. We tested this idea using two conflict adaptation paradigms, one that elicits a list-wide…
Descriptors: Bilingualism, Executive Function, Attention Control, Interference (Language)
Wiener, Seth; Tokowicz, Natasha – Second Language Research, 2021
This study examined how language proficiency and age of acquisition affect a bilingual language user's reliance on the dominant language during lexical access. Two bilingual groups performed a translation recognition task: Mandarin-English classroom bilinguals who acquired their dominant language (Mandarin) from birth and their non-dominant…
Descriptors: Bilingualism, Language Dominance, Mandarin Chinese, English (Second Language)
Download full textAfsaneh, Zarghi; Alireza, Zali; Mehdi, Tehranidost; Farzad, Ashrafi; Reza, Zarindast Mohammad; Mehdi, Moazzezi; Mojtaba, Khodadadi Seyed – Online Submission, 2012
The SCWT (Stroop Color-Word Test) is a quick and frequently used measure for assessing selective attention and cognitive flexibility. This study determines age, sex and education level influence on attention and cognitive flexibility by CSCWT (Computerized Stroop Color-Word Test) among healthy Iranian children and adults. There were 78 healthy…
Descriptors: Curriculum Development, Attention, Attention Control, Children
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