Consistent use of proactive control and relation with academic achievement in childhood

Autor: J. A. Meaney, Bonnie Auyeung, Lauren V. Hadley, Maki Kubota, Julia Karbach, Simone Schaeffner, Nicolas Chevalier, Candice C. Morey, Tanja Könen
Rok vydání: 2019
Předmět:
Linguistics and Language
Cognitive Neuroscience
Control (management)
Experimental and Cognitive Psychology
Academic achievement
Neuropsychological Tests
working memory
050105 experimental psychology
Language and Linguistics
Task (project management)
03 medical and health sciences
0302 clinical medicine
Cognition
academic achievements
Continuous performance task
proactive control
verbal speed
Developmental and Educational Psychology
medicine
Humans
0501 psychology and cognitive sciences
Cued Task-Switching Paradigm
AX Continuous Performance Task
Child
Cued speech
VDP::Social science: 200::Psychology: 260::Developmental psychology: 265
Academic Success
medicine.diagnostic_test
VDP::Samfunnsvitenskap: 200::Psykologi: 260::Utviklingspsykologi: 265
Working memory
05 social sciences
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280
Memory
Short-Term
Cues
VDP::Social science: 200::Education: 280
Psychology
030217 neurology & neurosurgery
Cognitive psychology
Zdroj: Kubota, M, Hadley, L, Schäffner, S, Könen, T, Meaney, J-A, Auyeung, B, Morey, C, Karbach, J & Chevalier, N 2020, ' Consistent use of proactive control and relation with academic achievement in childhood ', Cognition, vol. 203 . https://doi.org/10.1016/j.cognition.2020.104329
ISSN: 1873-7838
0010-0277
Popis: As children become older, they better maintain task-relevant information in preparation of upcoming cognitive demands. This is referred to as proactive control, which is a key component of cognitive control development. However, it is still uncertain whether children engage in proactive control consistently across different contexts and how proactive control relates to academic abilities. This study used two common tasks—the AX Continuous Performance Task (AX-CPT) and the Cued Task-Switching Paradigm (CTS)—to examine whether proactive control engagement in 102 children (age range: 6.91–10.91 years) converges between the two tasks and predicts academic abilities. Proactive control indices modestly correlated between tasks in higher but not lower working-memory children, suggesting that consistency in proactive control engagement across contexts is relatively low during childhood but increases with working memory capacity. Further, working memory (but not verbal speed) predicted proactive control engagement in both tasks. While proactive control as measured by each task predicted math and reading performance, only proactive control measured by CTS additionally predicted reasoning, suggesting that proactive control can be used as a proxy for academic achievements.
Databáze: OpenAIRE
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