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 |
Externí odkaz: |