Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood

被引：65

作者：

Checa, Purificacion ^{[1
]}

Rosario Rueda, M. ^{[1
]}

机构：

[1] Univ Granada, Dept Expt Psychol, E-18071 Granada, Spain

来源：

DEVELOPMENTAL NEUROPSYCHOLOGY | 2011年 / 36卷 / 08期

关键词：

SELF-REGULATION; WORKING-MEMORY; EFFORTFUL CONTROL; TEMPERAMENT; INHIBITION; CHILDRENS; MATH; PRESCHOOLERS; ACHIEVEMENT; CONFLICT;

D O I：

10.1080/87565641.2011.591857

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study examines the role of executive attention on school competence in early adolescence. Twelve-year-old children (N 37) performed a combined Flanker Go/No-Go task while their brain activation was registered using electroencephalogram (EEG). Additionally, measures of children regulation, schooling skills, and academic achievement were obtained. We observed that individual differences in executive attention and Effortful Control predict most dimensions of school competence. Also, individual differences in the amplitude of event-related potentials (ERPs) related to interference suppression predict school achievement and some skills important for school. The results are consistent with the role attributed to executive attention in self-regulation.

引用

页码：1018 / 1032

页数：15

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