Inhibitory Control In Children Research Articles

Parasympathetic regulation and maternal parenting as longitudinal predictors of preschooler inhibitory control

AbstractMeasures of parasympathetic regulation, such as respiratory sinus arrhythmia (RSA), predict executive function outcomes, including inhibitory control, across childhood. Respiratory sinus arrhythmia augmentation tends to be associated with more maladaptive outcomes, compared to RSA suppression, but the literature regarding RSA profiles and inhibitory control development across infancy and early childhood is contradictory. The goal of our current study was to examine the longitudinal and interactive effects of infant RSA during a frustrating task with negative maternal characteristics on inhibitory control during early childhood. Participants included 410 children (209 girls, 77.6% White, 92.9% non‐Hispanic) and their mothers. With small to moderate effect sizes (r2 range from 0.124 to 0.143), we demonstrated that maternal negative affect when children were 36 months old moderated the association between 10‐month‐old RSA during a frustrating task and 48‐month‐old inhibitory control, such that RSA suppression predicted higher levels of inhibitory control, but only when mothers exhibited high levels of negative affect. Our results highlight the biosocial framework under which child inhibitory control develops.

Prenatal risk factors for child executive function at 3–5 years of age: the roles of maternal mood, substance use, and socioeconomic adversity in a prospective cohort study

BackgroundA growing body of literature links prenatal mood and substance use to children's cognitive and behavioral development. The relative contribution of these risk factors on children's executive function (EF) in the context of socioeconomic adversities needs further evaluation. To address this gap, we investigated the role of prenatal maternal anxiety and depression on childhood EF, specifically inhibitory control and working memory, within the context of socioeconomic adversities and prenatal substance use. We hypothesized that higher maternal mood symptoms, higher persistent prenatal drinking and smoking, and lower socioeconomic status would be associated with lower EF skills during early childhood.MethodsWe used data from 334 mother–child dyads followed prospectively through pregnancy and the offspring’s childhood. Prenatal maternal depression and anxiety were assessed via standardized questionnaires. Prenatal alcohol and tobacco consumption were assessed via a timeline follow-back interview. The EF touch battery assessed child inhibitory control and working memory at 3–5 years of age (4.76 ± 0.58 years, 171 females). Separate linear regression models were used to estimate the association of prenatal tobacco, alcohol, anxiety, and depression exposure with our two components of child EF, inhibitory control and working memory, while adjusting for gestational age, sex, and age at assessment. The following variables were also included as covariates: maternal educational achievement, employment status, parity, and household crowding index.ResultsChildren of mothers with high trait anxiety scores had reduced inhibitory control compared to children of mothers without trait anxiety or depression (β = -0.12, 95% CI:-0.22,-0.01). Children of mothers in the moderate to high continuous smoking group showed lower inhibitory control (β = − 0.19, 95% CI:-0.38,-0.01) compared to children of mothers in the none smoking group. Additionally, lower maternal education and higher household crowding were each associated with reduced inhibitory control. We found no significant association between prenatal maternal depression, anxiety, or socioeconomic factors with working memory.ConclusionsThese results underscore the need for comprehensive context-specific intervention packages, including mental health support for women to promote healthy inhibitory control development in children.

Predictors of stability/change in observed parenting patterns across early childhood: A latent transition approach

Parenting has long been a topic of research based on its importance for family and child outcomes. Recent methodological advances in person-centered approaches suggest that our understanding of parenting could be further advanced by examining parenting typologies across various parenting behaviors longitudinally. Accordingly, the current study aims to examine latent transitions in parenting practice patterns across four annual assessments during early childhood and examine whether individual- and family-level factors at baseline discriminate parenting transition patterns. Data from four waves (ages 2, 3, 4, and 5) of a study of 731 caregiver-child dyads from a randomized controlled trial were used. Latent Class Analysis (LCA) and Latent Transition Analysis (LTA) were conducted to investigate underlying types of parenting practices at each age and longitudinal parenting practice transition patterns that represent continuity and change. For the LCA, two latent classes emerged at all four waves, representing ‘lower warmth; higher negative interaction’ (Dysregulated) and ‘higher warmth; lower negative interaction’ (Warm) parenting groups. The LTA model with two classes at all waves was conducted with good fit. The results showed diversity in the transition patterns over time, especially non-linear patterns of parenting across early childhood. Using multinominal logistic regression, six transition patterns, collapsed from 16 possible patterns, were predicted by family factors such as child sex, family income, primary caregivers’ race, parental involvement, child inhibitory control, and child externalizing behaviors. Findings have implications for parenting assessment, practice, and analysis.

Does type of exercise matter? Network meta-analysis of the effects of different exercise modalities on inhibitory control in children with attention deficit hyperactivity disorder

Does type of exercise matter? Network meta-analysis of the effects of different exercise modalities on inhibitory control in children with attention deficit hyperactivity disorder

NEUROPSYCHOPEDAGOGICAL PERSPECTIVE: RELATIONSHIPS BETWEEN WORKING MEMORY AND MOTOR, INHIBITORY CONTROL, AND LINGUISTIC DEVELOPMENT IN ELEMENTARY SCHOOL

Working memory plays a pivotal role in cognitive functioning, serving as a dynamic interface for processing and integrating information across various domains. It is crucial for executing complex tasks such as reading comprehension, mathematical problem-solving, and logical reasoning. This study investigates the relationship between working memory and motor skills, inhibitory control, and language abilities in elementary school students, highlighting the role of specific assessment instruments in this analysis. The research involved 1107 students, aged 7 to 10 years, from public schools in Joinville, Brazil. Working memory was evaluated using the Neuropsychopedagogical Screening Scale for Working Memory (NSSWM), which comprises 23 items that assess the temporary storage and processing of information needed for tasks such as language comprehension, arithmetic, and problem-solving. Motor skills were assessed using the Neuropsychopedagogical Screening for Children's Motor Development, a 7-item scale focusing on motor coordination, fine motor control, and organizational skills during school activities. Inhibitory control was measured with the Child Inhibitory Control Screening Scale (CICS), which includes 18 scenarios that evaluate inhibitory responses, planning, and impulsivity. Phonological skills were assessed using the Screening Scale for Phonological Skills (SSPS), which measures the ability to recognize formal language characteristics through 17 items. Lastly, reading and writing skills were evaluated using the Children's Reading and Writing Screening Scale (CRWSS), a 16-item scale designed to identify potential difficulties in acquiring these skills in a school setting. The results revealed significant correlations between working memory and other cognitive domains, with motor skills exhibiting the strongest association (r=0.916, p=0.012). Additionally, inhibitory control (r=0.732, p=0.028) and phonological awareness (r=0.815, p=0.034) showed strong correlations with working memory, indicating that students with better-developed skills in these areas tend to perform better in working memory tasks, which, in turn, positively impacts their academic performance. The study underscores the importance of early neuropsychopedagogical interventions that address both cognitive and motor development. By employing specific, targeted assessment instruments, educators and mental health professionals can better identify students at risk of academic difficulties and implement effective strategies to enhance their cognitive and behavioral development, ultimately fostering a more supportive and inclusive learning environment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0525/a.php" alt="Hit counter" /></p>

No Effects of Auditory and Visual White Noise on Oculomotor Control in Children with ADHD

Background: White noise stimulation has demonstrated efficacy in enhancing working memory in children with ADHD. However, its impact on other executive functions commonly affected by ADHD, such as inhibitory control, remains largely unexplored. This research aims to explore the effects of two types of white noise stimulation on oculomotor inhibitory control in children with ADHD. Method: Memory guided saccade (MGS) and prolonged fixation (PF) performance was compared between children with ADHD (N = 52) and typically developing controls (TDC, N = 45), during auditory and visual white noise stimulation as well as in a no noise condition. Results: Neither the auditory nor the visual white noise had any beneficial effects on performance for either group. Conclusions: White noise stimulation does not appear to be beneficial for children with ADHD in tasks that target oculomotor inhibitory control. Potential explanations for this lack of noise benefit will be discussed.

Association between physical activity and inhibitory control in children

ABSTRACT Evidence supports a positive association between physical activity and executive function in children. How physical activity performed in different contexts associates with inhibitory control remains unclear. This cross-sectional study examined associations between inhibitory control and four measures of physical activity (activity during PE, breaktime, outside school and in sport) in 340 primary school children (8.6 ± 1.6 years old, n = 197 female). In models adjusted for sex, age, adiposity and SES, greater activity during breaktime was associated with fewer commission errors in the sustained attention (β =−0.10, 95%CI: −0.19, −2.95e-03, p = .04) and inhibition tasks (β = −0.06, 95%CI: −0.11, −9.33e-03, p = .02). These results suggest that unsupervised active play at school is associated with higher levels of inhibitory control.

Bidirectional relations between parents' discipline strategies and children's inhibitory control from early to middle childhood.

Parents' use of harsh discipline and inductive discipline are theorized to change normatively across the transition from early to middle childhood (ages 5-7 years), with harsh discipline decreasing and inductive discipline increasing. Importantly, within-person support for these changes is lacking. Additionally, these changes are argued to be driven by improvements in children's cognitive and social abilities, including inhibitory control. The present study examined within-family bidirectional relations between parents' (primarily mothers') harsh discipline, inductive discipline, and children's inhibitory control across the transition to middle childhood. Participants were 118 4-, 5-, and 6-year-olds and their primary caregivers. At two time points, separated by 12 months, parents completed a questionnaire about their use of harsh and inductive discipline, and children completed a battery of inhibitory control tasks. A latent change score model was used to examine within-family bidirectional relations. More inductive discipline at Time 1 was related to a decline in harsh discipline over the year for parents of 5- and 6-year-olds, but not 4-year-olds. Harsh discipline at Time 1 was not related to change in inductive discipline. Parental discipline was not related to the change in children's inhibitory control, nor was inhibitory control related to the change in parental discipline. Relations between inductive discipline and change in harsh discipline provide within-person support for expectations of normative change in parents' discipline strategies across the transition to middle childhood. Further research examining when parents of 4-year-olds make this transition and predictors of change in parental discipline will inform research of normative trajectories of parental discipline. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Transactional Linkages Between Parenting Behaviors and Child Executive Functions and Self-Regulation from Early Childhood to Adolescence.

Research on the development of executive functions (EFs) and self-regulation (SR) has focused heavily on the early childhood years, when these abilities first emerge. Less is known in comparison about how these abilities develop through adolescence, and how contextual factors, such as parenting, influence their development in later years. Using longitudinal data from the Study of Early Child Care and Youth Development (SECCYD), we used random intercept cross-lagged panel modeling (RI-CLPM) to examine the bidirectional linkages between three parenting behaviors (i.e., autonomy support, supportive presence, hostility), child EFs (i.e., working memory, inhibitory control) and child SR outcomes, from early childhood to adolescence. Parenting in early childhood was significantly associated with change in child EFs from early to middle childhood, but not from middle childhood to adolescence. Specifically, greater autonomy support in early childhood was associated with stronger child working memory and inhibitory control in middle childhood; greater supportive presence in early childhood was associated with stronger child working memory in middle childhood; and higher rates of hostility in early childhood were associated with weaker child inhibitory skills in middle childhood. Reciprocal effects of child EF and SR on parenting were also observed. Specifically, stronger child inhibitory control in early childhood was associated with less hostility in middle childhood, and stronger child self-regulation in middle childhood was associated with greater supportive presence in adolescence. Accounting for lagged and stability effects, there was significant residual covariance between parenting behaviors and child SR in adolescence, suggesting that parenting continues to be associated with the development of SR skills through adolescence. Understanding reciprocal linkages between parenting and child EF/SR through adolescence is critical in developing targeted parenting interventions beyond early childhood to improve children's outcomes.

Parental reactions to child negative emotions and child behavioral adjustment: The moderating role of child inhibitory control

According to the heuristic model of emotion socialization by Eisenberg et al., parental reactions to children’s negative emotions (RCNE) have an important role in this socialization process; however, its effects on children’s social-emotional outcomes may be moderated by the children’s temperament. This longitudinal study verified this proposition by testing maternal and paternal RCNE as predictors of preschoolers’ behavioral adjustment and child inhibitory control as a moderator of these associations. Mothers and fathers of 113 Chinese children (Mage = 57.41 months, SD = 7.16 months) reported on their RCNE and child inhibitory control at Time 1 (T1) and reported on child behavioral adjustment (i.e., externalizing problems, internalizing problems, and prosocial behaviors) both at T1 and 6 months later (Time 2, T2). Multiple linear regression analyses showed that after controlling for child behavioral adjustment at T1, child age, and paternal education level, (a) paternal supportive reactions negatively predicted child externalizing problems and positively predicted child prosocial behaviors, and (b) the associations between parental RCNE and child behavioral adjustment were moderated by child inhibitory control. Specifically, only for children low on inhibitory control, paternal supportive reactions negatively predicted child externalizing problems, and maternal supportive reactions positively predicted child prosocial behaviors.

83. Increased Temporal and Spatial Variability of Trial-Evoked Brain Responses During Dynamic Inhibitory Control in Children With ADHD

83. Increased Temporal and Spatial Variability of Trial-Evoked Brain Responses During Dynamic Inhibitory Control in Children With ADHD

Executive Functions and Social-Emotional Problems in Toddlerhood: Nature, Persistence, and Direction of Associations.

Social-emotional problems can emerge as early as the first years of life and are associated with a broad range of negative outcomes throughout the lifespan. There is convincing evidence that poorer executive functions (EF) are associated with more social-emotionalproblems during childhood and adolescence. However, the nature, persistence, and direction of the associations between different components of EF and social-emotionalproblems in toddlerhood remain unclear. Using two complementary statistical approaches, the present study aimed to (a) identify the role of EF components (inhibitory control, cognitive flexibility, and working memory) in the emergence and maintenance of social-emotional problems during toddlerhood, and (b) explore potential bidirectional associations between toddlers' EF and social-emotional problems. EF and social-emotional problems were assessed around 13, 19, and 28 months of age in a sample of 133 typically developing toddlers (51% boys) from mostly White middle-class families. At each time point, EF were measured with three behavioral tasks and social-emotional problems with a well-validated questionnaire completed by mothers. Multilevel growth models revealed a significant increase in social-emotional problems across toddlerhood and a negative association between inhibitory control and social-emotional problems that persisted across time. Controlling for stability across time, cross-lagged panel models indicated that child inhibitory control at 19 months negatively predicted child social-emotional problems at 28 months, but not the reverse. This study highlights that toddlerhood is a period of significant increase in social-emotional problems andprovides evidence for the protective role of early inhibitory control skills against the development of social-emotional problems during toddlerhood.

Electrophysiological correlates of inhibitory control in children: Relations with prenatal maternal risk factors and child psychopathology.

Inhibitory control plays an important role in children's cognitive and socioemotional development, including their psychopathology. It has been established that contextual factors such as socioeconomic status (SES) and parents' psychopathology are associated with children's inhibitory control. However, the relations between the neural correlates of inhibitory control and contextual factors have been rarely examined in longitudinal studies. In the present study, we used both event-related potential (ERP) components and time-frequency measures of inhibitory control to evaluate the neural pathways between contextual factors, including prenatal SES and maternal psychopathology, and children's behavioral and emotional problems in a large sample of children (N = 560; 51.75% females; Mage = 7.13 years; Rangeage = 4-11 years). Results showed that theta power, which was positively predicted by prenatal SES and was negatively related to children's externalizing problems, mediated the longitudinal and negative relation between them. ERP amplitudes and latencies did not mediate the longitudinal association between prenatal risk factors (i.e., prenatal SES and maternal psychopathology) and children's internalizing and externalizing problems. Our findings increase our understanding of the neural pathways linking early risk factors to children's psychopathology.

ACUTE RESPONSES OF TWO HIIT PROTOCOLS IN INHIBITORY CONTROL IN CHILDREN AND ITS RELATIONSHIP WITH HAND GRIP STRENGTH

ACUTE RESPONSES OF TWO HIIT PROTOCOLS IN INHIBITORY CONTROL IN CHILDREN AND ITS RELATIONSHIP WITH HAND GRIP STRENGTH

Longitudinal associations between inhibitory control, gratitude, and positive parenting during early childhood.

Children's inhibitory control, which refers to the capability to recognize social and task demands by suppressing inappropriate behavior, is a key element closely related to both external and internal issues in preschoolers. The protective roles of parenting factors and social and moral functions, such as gratitude, remain unknown in the mechanism of inhibitory control. The present study employed a general cross-lagged panel model to explore the relationships between positive parenting, child gratitude, and inhibitory control. The research design involved repeated measurements based on parents' reports on 373 Chinese preschoolers in Hong Kong (179 males, 182 females; Mage = 4.51, SD = 0.60). The cross-lagged panel model revealed that positive parenting at Time 1 (T1) was significantly associated with preschool children's gratitude but not with inhibitory control at Time 2 (T2). Conversely, child gratitude at T1 was positively associated with inhibitory control at T2. These findings underscore the impact of positive parenting on gratitude and the predictive role of gratitude on inhibitory control. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effects of aerobic exercise on children's executive function and academic performance: A systematic review and meta-analysis

ObjectiveTo investigate the effects of exercise on executive function in children, providing an evidence-based foundation to inform future research in school physical education and health education. MethodsWe searched ten databases: Cochrane Library, Scopus, OVID, Web of Science, PubMed, EBSCOhost, SPORTDiscus, PsycINFO, CNKI, WANFANG DATA, VIP, and SinoMed, and eight articles were included. Applying the revised Cochrane Risk of Bias Tool for Randomized Trials (RoB2), funnel plots and Egger regression analysis were integrated with R meta-analysis to screen for publication bias. The quality of the evidence was appraised using the Grading system. ResultsThe included literature contained 2655 participants, with 1308 in the experimental group and 1347 in the control group. The results indicated that the aerobic exercise group considerably improved inhibitory control in children compared to the control group [SMD = 0.29, 95% CI (0.05, 0.54), P = 0.018]; working memory [SMD = 0.25, 95% CI (0.07, 0.42), P = 0.005]; and cognitive flexibility [SMD = 0.36, 95% CI (0.17, 0.54), P < 0.001]. However, the findings indicated that only aerobic exercise interventions extending beyond 50 weeks positively influenced academic performance in children [SMD = 1.19, 95% CI (0.34, 2.04), P = 0.006]. The results of an Egger regression analysis revealed that the p-values for inhibitory control, working memory, cognitive flexibility, and academic performance were more significant than 0.1. The Grade system said that the quality of evidence was all low regarding the level of evidence. ConclusionAerobic exercise enhanced executive function but only aerobic exercise interventions extending beyond 50 weeks demonstrated a significant effect on the academic performance of children. Due to the low quality of evidence presented in this study, additional high-quality randomized controlled trials are needed to confirm these findings.

A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old

The scientific evidence regarding the possibility of transferring benefits derived from cognitive training focused on working memory and inhibitory control to reading skills in children aged 6 to 12 is inconclusive. This study carries out a systematic review of recent published studies on this topic with the aim of analysing the specific role of various cognitive stimulation programs in the growth of executive functions and reading performance in children from ages 6 to 12. Here, we present the main results reported in the most recent literature, where the impact of intervention programs on working memory and inhibitory control in children with typical development are analysed. Even though the effectiveness of executive function training programs in terms of close transfer is conspicuous, there is still a lack of convergence in recently published articles, especially regarding the effects of far transfer in reading comprehension after cognitive stimulation programs are applied.

Connectivity-based neuromarker for children’s inhibitory control ability and its relevance to body mass index

ABSTRACT Preserving a normal body mass index (BMI) is crucial for the healthy growth and development of children. As a core aspect of executive functions, inhibitory control plays a pivotal role in maintaining a normal BMI, which is key to preventing issues of childhood obesity. By studying individual variations in inhibitory control performance and its associated connectivity-based neuromarker in a sample of primary school students (N = 64; 9–12 yr), we aimed to unravel the pathway through which inhibitory control impacts children’s BMI. Utilizing resting-state functional MRI scans and a connectivity-based psychometric prediction framework, we found that enhanced inhibitory control abilities were primarily associated with increased functional connectivity in brain structures vital to executive functions, such as the superior frontal lobule, superior parietal lobule, and posterior cingulate cortex. Conversely, inhibitory control abilities displayed a negative relationship with functional connectivity originating from reward-related brain structures, such as the orbital frontal and ventral medial prefrontal lobes. Furthermore, we revealed that both inhibitory control and its corresponding neuromarker can moderate the association between food-related delayed gratification and BMI in children. However, only the neuromarker of inhibitory control maintained its moderating effect on children’s future BMI, as determined in the follow-up after one year. Overall, our findings shed light on the potential mechanisms of how inhibitory control in children impacts BMI, highlighting the utility of the connectivity-based neuromarker of inhibitory control in the context of childhood obesity.

DEVELOPMENT OF A SELF-DIRECTION GAME HANDBOOK TO IMPROVE INHIBITORY CONTROL FOR 10–12-YEAR-OLDS

Elementary school-age children need increased inhibitory control to focus and put aside things that are not priorities. Inhibitory control helps children to stay focused, control behavior, think before they act, and manage emotions. However, efforts specifically to increase the ability of inhibitory control have not been made much. This study aims to develop a guidebook to improve inhibitory control in children aged 10-12 years through the game "Self-Steering". This research is development research with the following steps: First, conducting a needs analysis through teacher interviews and classroom observations. Second, planning the manufacture of products as a solution to research problems. Third, making the product. Fourth, testing the product through expert validation and limited trials. Fifth, improving the product based on suggestions for improvement at the product trial stage. The result of this study is a game guidebook containing 3 inhibitory control games that were declared feasible by expert validators. Based on the field trial results, this game guidebook is an interesting game guide to improve children's inhibitory control. Some things that need to be improved will be discussed further.

Explaining Brain-Behavior Relations: Inhibitory Control as an Intermediate Phenotype Between the N2 ERP and the Externalizing Spectrum in Childhood.

Identifying neural and cognitive mechanisms in externalizing problems in childhood is important for earlier and more targeted intervention. Meta-analytic findings have shown that smaller N2 event-related potential (ERP) amplitudes, thought to reflect inhibitory control, are associated with externalizing problems in children. However, it is unclear how (i.e., through which cognitive processes) N2 amplitudes relate to externalizing problems. We examined whether inhibitory control may be a cognitive process that links N2 amplitudes and externalizing problems in early childhood. Children (N = 147, 74 girls) were assessed at four time points, spanning 3-7years of age. Children's externalizing behavior was assessed via questionnaires completed by mothers, fathers, and teachers/secondary caregivers. Children's inhibitory control was assessed using eleven performance-based tasks and two questionnaires. Developmental scaling linked differing measures of inhibitory control and externalizing behavior across ages onto the same scale. Children's N2 amplitudes were extracted from electroencephalography data collected during a go/no-go task. Smaller N2 amplitudes were associated with externalizing problems and poorer inhibitory control. A concurrent analysis of indirect effects revealed that poorer inhibitory control partially explained the association between smaller N2 amplitudes and externalizing problems, even when controlling for the child's age, sex, and socioeconomic status. This is among the first studies to link N2 amplitudes, inhibitory control, and externalizing problems during early childhood. Findings suggest that smaller N2 amplitudes may be an early neural indicator of inhibitory control deficits and externalizing psychopathology. Moreover, inhibitory control may be an important target for early intervention in the development of externalizing psychopathology.