Inhibitory Control In Children Research Articles

The Degree of Fluctuations in Maternal Depressive Symptoms in Early Childhood is Associated with Children's Depression Risk: Initial Evidence and Replication Between Two Independent Samples.

Guided by life history theory, the present study examined whether the degree of fluctuations in maternal depressive symptoms in early childhood was prospectively linked to children's risk for depression. This was the first study to present preliminary evidence on this topic and replicated main findings across two large, independent longitudinal samples. Study 1 included 1,364 families where maternal depressive symptoms were longitudinally assessed at child ages 1, 6, 15, 24, and 36, and 54months, where child depressed/anxious behaviors at Grade 1 were reported. Study 2 included 1,292 families where maternal depressive symptoms were assessed at child ages 2, 6, 15, and 24months. At 36months, child internalizing symptoms and inhibitory control were assessed. In Study 1, findings revealed that the degree of fluctuations in maternal depressive symptoms over 54months was associated with higher child depressed/anxious behaviors at Grade 1, only when mothers had higher but decreasing depressive symptoms. Study 2 revealed that the degree of fluctuations in maternal depressive symptoms over 24months was related to higher child internalizing symptoms at 36months, for mothers whose depressive symptoms were higher but decreasing, higher and increasing, and lower and decreasing. In addition, the degree of fluctuations in maternal depressive symptoms over 24months was related to lower child inhibitory control at 36months, for mothers who had higher but decreasing depressive symptoms. Findings highlighted the degree of fluctuations in maternal depressive symptoms during early childhood can contribute to environmental unpredictability, which can increase children's depression risks.

Associations between screen media use and young children's inhibitory control: Evidence from behavioral and fNIRS study

In the “digital age”, children have widespread access to electronic devices, potentially impacting inhibitory control (IC) development. We examined this association at both the behavioral and neural levels with two experiments. In Experiment 1, we assessed 188 participants (91 girls), averaging 37.74 months old, using maternal self-report questionnaire for screen time and Day-Night Task for IC measurement. In experiment 2, we evaluated 42 participants (24 girls), averaging 41.24 months old, using maternal self-report questionnaires for screen time, a modified version Flanker task for IC, and functional near-infrared spectroscopy (fNIRS) to measure neural activity during IC task. Results from Experiment 1 indicated a negative correlation between young children's screen media use time and IC, with high users performing worse IC performance than low users. Experiment 2 confirmed these findings and revealed marginally reduced activation in the left PFC among high users compared to low users, with a moderate effect size and weak supporting evidence. These preliminary results underscore a detrimental association between screen media use and IC, emphasizing the significance of restricting screen exposure in young children to prevent overexposure. Further studies with larger sample sizes are needed to validate these results and draw causal conclusions.

Motor-cognitive coupling is impaired in children with mild or severe forms of developmental coordination disorder

Children with developmental coordination disorder (DCD) show deficits in motor-cognitive coupling. However, it remains unclear whether such deficits depend on the severity of DCD. The aim of this study was to examine cognitive-motor coupling under different levels of inhibitory control in children with severe (s-DCD) or moderate DCD (m-DCD), compared with typically-developing children (TDC). The performance of 29 primary-school children aged 6–12 years with s-DCD (Mage = 9.12 ± 1.56 years), 53 m-DCD (Mage = 8.78 ± 1.67 years), and 201 TDC (Mage = 9.20 ± 1.50 years) was compared on a double jump reaching task (DJRT) paradigm, presented on a large 42-inch touchscreen. The task display had a circular home-base, centred at the bottom of the display, and three target locations at radials of −20°, 0°, and 20°, 40 cm above the home-base circle. For the standard double-jump reaching task (DJRT), children moved their index finger from home-base circle to touch the target stimulus as fast as possible; 20% were jump trials where the target shifted left or right at lift-off. For the anti-jump reaching task (AJRT), 20% of trials required an anti-jump movement, touching the contralateral target location. While no group differences were shown on the DJRT, the DCD group were slower to complete reaching movements than the TDC group on AJRT; on the latter, the two DCD sub-groups were not shown to differ. Results confirm the presence of motor inhibition deficits in DCD which may not be dependent on the motor severity of the disorder.

Inhibitory Control in Children With Tourette’s Disorder Is Impaired in Everyday Life But Intact During a Stop Signal Task

Inhibitory Control in Children With Tourette’s Disorder Is Impaired in Everyday Life But Intact During a Stop Signal Task

Strengths-based spillover models: Constructive interparental conflict, parental supportive problem solving, and development of child executive functioning.

Empirical research examining the Spillover Hypothesis has largely substantiated that interparental conflict comprised of hostility and anger has negative implications for parenting behaviors and cascading effects on children's development. However, less is known about how constructive forms of interparental conflict may operate in spillover processes. Toward this, the present study examined how interparental supportive and problem-solving approaches to conflict were associated with parental guided learning in the caregiving context and by extension young children's executive functioning. Participants included 231 families (mothers, fathers, and their child). Assessments of constructive interparental conflict were derived from both observational tasks and multi-informant report. Parental supportive problem solving was assessed observationally during a goal-directed parent-child interaction. Children's inhibitory control, working memory, and visual-spatial reasoning were assessed using validated tasks. Analyses were conducted in a structural equation modeling framework, and significance of indirect paths were tested using RMediation. Results showed constructive interparental conflict was associated with increases in maternal supportive problem solving, which in turn predicted increases in children's working memory. Furthermore, constructive interparental conflict was indirectly associated with increases in children's inhibitory control via paternal supportive problem solving. These findings were significant over two waves of data collection after controlling for child sex, maternal and paternal age, and maternal and paternal education. Findings underscore the potential utility of family resilience theory and domain approaches to parenting for increasing specificity and precision in identifying spillover processes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Inhibitory control associated with the neural mechanism of joint attention in preschoolers: An fNIRS evidence

Joint attention (JA) is fundamental to the development of children's social functioning; both its response and initiation are closely related to executive function (EF), but the relationship between JA and EF has been relatively rarely studied. The present study aimed to investigate the between-condition differences in brain activation and synchronization of JA under four conditions: (1) stranger-Initiating Joint Attention (Stranger-IJA); (2) teacher-Initiating Joint Attention (Teacher-IJA); (3) stranger-Responding to Joint Attention (Stranger-RJA); and (4) teacher-Responding to Joint Attention (Teacher-RJA). It also aimed to explore the relationships between neuroimaging data and children's inhibitory control levels. To address these two goals, the present study employed 41 (aged 58.61 ± 8.64 months, 24 boys) preschool children through behavioral and functional Near-Infrared Spectroscopy (fNIRS) brain imaging assessment to measure children's EF and brain function under JA, respectively. The results revealed that: (1) a significantly higher prefrontal cortex (PFC) activation was triggered in IJA than RJA; (2) a significantly higher brain activation was triggered in JA with a stranger than with a teacher; (3) a significantly higher index of synchronization asymmetry was evoked in the left and right PFC during interaction with the teacher than with the stranger; and (4) preschoolers' brain activation and synchronization were correlated with their inhibitory control level. The findings advance our understanding of preschoolers' social cognitive development with a biological aspect, offer an opportunity to understand the potential risk of the neural disorder in preschoolers, and provide a basis and insight for preventing neural developmental disorders.

Effect of Cognitive Training Programs Based on Computer Systems on Executive Functions in Children With ADHD: A Systematic Review

Background: The purpose of this systematic review is to synthesize the existing literature reporting the effects of computerized cognitive trainings on the executive functions of children with ADHD. Method: A systematic review was carried out following the PRISMA statement; the primary sources used were five electronic databases (Scopus, Science Direct, Pubmed, Springer, Taylor & Francis). Results: 20 articles met the eligibility criteria, data on the training characteristics and the effects on executive functions were extracted, followed by an analysis of bias and the methodological quality of the studies. The results of the studies were widely heterogeneous, largely associated with the variety of training programs and the measurement instruments used. The most studied executive functions were working memory and inhibitory control. Some of the studies reported that the intervention led to significant effects on working memory and attention (N = 7), and improvements in inhibitory control (N = 5) and planning (N = 4) were also reported. At the same time, others did not report the effects of the intervention on these processes. The assessment of the quality of the evidence showed important risk biases among the reviewed studies. Conclusion: Some training based on computer systems showed positive effects on the executive functions of working memory, attention, and inhibitory control in children with ADHD. However, other training sessions did not show significant effects. In general, the evidence shows mixed results, a high diversity of measurement instruments, and high risks of bias between the studies. Therefore, the evidence has not been consistent about the general benefits of computerized training on the executive functions of children with ADHD.

Differential effects of mindfulness meditation and cognitive training on cool and hot inhibitory control in children and adolescents

Inhibitory control (IC) can occur either in a neutral context (cool) or in social contexts involving emotions (hot). Cool and hot IC have specific developmental trajectories; cool IC develops linearly from childhood to adulthood, whereas hot IC follows a quadratic trajectory. Some activities can improve the IC, such as cognitive training (CT) and mindfulness meditation (MM). The aim of our study was to compare the effects of 5 weeks of computerized MM versus CT on IC performance in 66 children (9–10 years old) and 63 adolescents (16–17 years old) by specifically analyzing cool and hot dimensions in the same participants and from a developmental perspective. We fit a linear mixed-effect model on the Stroop interference score with time (pretest vs. posttest) and type of conflict (cool vs. hot) as within-participant factors and intervention group (CT vs. MM) and age group (child vs. adolescent) as between-participant factors. The findings revealed that children but not adolescents benefitted from interventions. More specifically, CT improved cool IC but not hot IC, whereas MM practice improved hot IC but not cool IC. This study supports the benefits of MM at a young age. Theoretical issues linking MM programs to emotional competence grounded in hot IC skills are considered in academic settings.

Distinct effects of different neurofeedback protocols on the neural mechanisms of response inhibition in ADHD

ObjectiveIn attention deficit/hyperactivity disorder (ADHD), impaired response inhibition is frequently observed. A promising non-pharmacological treatment is electroencephalography (EEG)-neurofeedback (NF) training. However, the widely used theta-down/beta-up regulation (↓θ↑β) NF protocol may not be optimal for targeting these deficits. We examined how neurofeedback protocols training the upregulation of theta and/or beta power affect inhibitory control in children and adolescents with ADHD. Methods64 patients with ADHD took part in the three NF trainings. Aside from parent-reported ADHD symptoms and behavioural performance data, neurophysiological parameters collected via a Go/Nogo task and corrected to account for intraindividual variability were compared in a pre-post design and to an ADHD (n = 20) as well as a typically developing control group (n = 24). ResultsThe examined NF protocols resulted in similar improvements in response inhibition with the neurophysiological mechanisms differing substantially. The upregulation of theta led to a specific Nogo-P3 increase, while training beta upregulation as well as the combined protocol resulted in less specific effects. ConclusionsThis study shows distinct effects of different theta/beta-neurofeedback protocols on the neural mechanisms underlying improvements in response inhibition in patients with ADHD. SignificanceThese effects shed further light on the oscillatory dynamics underlying cognitive control in ADHD and how these may be targeted in neurofeedback treatments.

Maternal cognitive mind-mindedness and maternal time as predictors of inhibitory control in toddlerhood

ABSTRACT This study examined how maternal cognitive mind-mindedness, maternal time, and their interactions predict inhibitory control in Chinese children. Participants were 88 toddlers (59% girls) and their mothers from Beijing, China. Maternal cognitive mind-mindedness was coded in mother–child interactions and mothers reported weekly interaction duration at 14, 25, and 38 months of children's ages. Children's inhibitory control and language were assessed by age-appropriate standard assessments at 25 and 38 months. Regression analyzes showed that the interactions of cognitive mind-mindedness with maternal time were positively associated with inhibitory control both concurrently and longitudinally, after accounting for children's language and gender. Specifically, for mothers who spent more time with her child, cognitive mind-mindedness positively predicted inhibitory control, whereas for mothers who spent less time with her child, this prediction was non-significant. These findings suggest that spending substantial ‘quality time’ with children is key to facilitating inhibitory control skills in early childhood.

Viewing and playing fantastical events does not affect children's cognitive flexibility and prefrontal activation

Media exposure, such as viewing fantastical content, can have negative, immediate, and long-term effects on children's executive function. A recent study showed that watching fantastical content on a tablet can impair children's inhibitory control and prefrontal activation during the performance of a task. However, the same effect was not observed when children played fantastical games on a tablet. We aimed to replicate and extend this research by examining whether the same effects are observed during a cognitive flexibility task. In this study, preschool children (N = 32, 15 girls, Mean age in months (SD) = 60.6 (10)) viewed or played fantastical content on a tablet and performed a Dimensional Change Card Sort (DCCS) task before or after the media exposure. We assessed children's behavioral performance and prefrontal activation, as measured by functional near-infrared spectroscopy (fNIRS), and found no behavioral or neural changes after exposure. Our analyses using the Bayes factor supported the null hypothesis that children's cognitive flexibility is unaffected by watching or playing fantastical content.

The effectiveness of a school mindfulness-based intervention on the neural correlates of inhibitory control in children at risk: A randomized control trial.

Interest in the applications of mindfulness practice in education is growing in the scientific community. Recent research has shown that mindfulness practice in schools may be beneficial for executive functions (EFs) which are abilities crucial for healthy development. The study of the effects of mindfulness practices on children's neural correlates of EFs, particularly inhibitory control, may provide relevant information about the impact and mechanisms of mindfulness-based interventions (MBIs) in children. The aim of the present study was to investigate the effects of a MBI in elementary school children on the neural correlates of inhibitory control via a randomized controlled trial. Children from two 4th grade classrooms and two 5th grade classrooms located in a school identified as having low socioeconomic status in Santiago de Chile were randomly assigned to either receive a MBI or serve as active controls and receive a social skills program. Both before and after the interventions, electroencephalographic activity was recorded during a modified version of the Go/Nogo task in a subsample of children in each group. Additionally, teachers completed questionnaires of students' EFs and students completed self-report measures. Results revealed increases in EFs assessed by questionnaires together with improved P3 amplitude associated with successful response inhibition in children who received the MBI compared to active controls. These results contribute to the understanding of the ways in which mindfulness practices can promote the development of inhibitory control together with EF improvement, factors identified as critical for children's social and emotional development and positive mental health. RESEARCH HIGHLIGHTS: This study investigated the effects of a mindfulness-based intervention in children from a low socioeconomic status school on neural correlates of EFs. Children performed a Go/Nogo task while electroencephalographic activity was recorded and completed questionnaires before and after a MBI or an active control program. Improvements in EFs assessed by questionnaires together with an increased Nogo-P3 activity associated with successful inhibition in children who received the MBI were found. The results could contribute to understand how mindfulness practice can promote the development of inhibitory control in children from vulnerable populations.

Inhibitory control in children with agenesis of the corpus callosum compared with typically developing children.

The developmental absence (agenesis) of the corpus callosum (AgCC) is a congenital brain malformation associated with risk for a range of neuropsychological difficulties. Inhibitory control outcomes, including interference control and response inhibition, in children with AgCC are unclear. This study examined interference control and response inhibition: 1) in children with AgCC compared with typically developing (TD) children, 2) in children with different anatomical features of AgCC (complete vs. partial, isolated vs. complex), and 3) associations with white matter volume and microstructure of the anterior (AC) and posterior commissures (PC) and any remnant corpus callosum (CC). Participants were 27 children with AgCC and 32 TD children 8-16 years who completed inhibitory control assessments and brain MRI to define AgCC anatomical features and measure white matter volume and microstructure. The AgCC cohort had poorer performance and higher rates of below average performance on inhibitory control measures than TD children. Children with complex AgCC had poorer response inhibition performance than children with isolated AgCC. While not statistically significant, there were select medium to large effect sizes for better inhibitory control associated with greater volume and microstructure of the AC and PC, and with reduced volume and microstructure of the remnant CC in partial AgCC. This study provides evidence of inhibitory control difficulties in children with AgCC. While the sample was small, the study found preliminary evidence that the AC (f2=.18) and PC (f2=.30) may play a compensatory role for inhibitory control outcomes in the absence of the CC.

Listening effort for sentence comprehension in noisy classroom: the mediating role of linguistic factors, inhibitory control and noise sensitivity

Children learn in noisy classrooms, where often the main masker is their own babble. Even when the acoustic conditions are favorable (i.e. low noise levels), differences in individual performance and listening effort in complex academic tasks are observed. Personal characteristics such as linguistic and cognitive skills, and sensitivity to noise have been reported as factors supporting students' performance. Moreover, the Framework for Understanding Effortful Listening (FUEL) postulates that the additional individual dimension of children's motivation should be considered when evaluating listening effort besides task-related cognitive demands. This study aims to explore the interplay of the above-mentioned individual factors for primary school children (N=120, grades 3 to 5) doing a sentence comprehension task in a two-talkers background noise. Data on both accuracy and response time, as well as self-ratings of effort and motivation were acquired. In addition, inhibitory control, linguistic competences and self-ratings of noise sensitivity were measured in quiet. Results first highlight how acoustic conditions and linguistic competencies influence child's motivation, and then show how the child's inhibitory control and noise sensitivity mediate behavioral and subjective effort. Thus, individual factors shall be taken into consideration when evaluating the effect of classroom acoustics on the performance in academic tasks.

A Developmental Pathway from Early Inhibitory Control to Social Connectedness.

Social connections are critical for mental and physical health; however, the developmental pathways to children's social connectedness outcomes are not well understood. This study examined the pathways from children's inhibitory control at 4years to two social connectedness outcomes - loneliness and friendship quality at age 10 - through behavioral problems at age 7. As part of a longitudinal study (N = 291, 54% girls), children's inhibitory control was assessed via a Go/No-Go task when children were 4years old. Mothers reported on children's behavioral problems at ages 4 and 7years. Children reported on their friendship quality and loneliness at ages 7 and 10years. Greater inhibitory control at 4years predicted lower behavioral problems at 7years, which in turn predicted better friendship quality and lower loneliness at 10years. Indirect effects from inhibitory control at 4years to loneliness and friendship quality at 10years via behavioral problems at 7years were significant. Findings suggest that inhibitory control in early childhood may play a key role for the development of social connectedness in middle childhood via its impact on children's behavioral problems.

Effects of language switching frequency on inhibitory control in bilingual preschool children: Different roles of expressive and receptive language abilities

Although research has indicated the contribution of bilinguals’ language switching frequency and language abilities to their inhibitory control, the mechanism of how they work together to influence inhibitory control is unclear. This study examined the moderating role of expressive and receptive language abilities on the relationship between language switching frequency and inhibitory control. Participants were 229 Uyghur-Mandarin bilingual preschoolers aged 4.5 to 6.5 years. They were individually tested on expressive language ability (ELA), receptive language ability (RLA), and inhibitory control. Their frequency of language switching was collected from parents’ and teachers’ reports. The results showed that language switching frequency was positively associated with inhibitory control in children with high Uyghur ELA and low Mandarin ELA, and vice versa. Moreover, language switching frequency was negatively associated with inhibitory control in children with both low Uyghur and Mandarin ELA, but not significantly associated with inhibitory control in children with both high Uyghur and Mandarin ELA. Additionally, this moderating effect of language abilities was not found in receptive language abilities. The significant moderating effect of ELA, but not RLA, suggests the active role of children in their early executive function development; this extends the current understanding of how and when language switching frequency impacts bilinguals’ inhibitory control.

Развитие сдерживающего контроля у детей при переходе из детского сада в школу во время пандемии COVID-19: лонгитюдное исследование

Background. The COVID-19 pandemic is a unique situation in the global community which emerged for the first time. Research shows that the pandemic may have a long-term effect on children's development. Inhibition control is one of the main components of executive functioning and a predictor to a child's further academic success. However, there are few works devoted to the study of the impact of the pandemic on inhibition control in preschoolers. The objective of the study was to identify dynamics of the development of inhibition control in children aged 5-7 years (from senior preschool to primary school age) during the COVID-19 pandemic. Indicators of the development of inhibition control in first-graders before and during the pandemic were compared. Methods. Inhibition control was assessed three times (at 5, 6, and then at 7 years of age) with the NEPSY-II Inhibition subtest. Sample. This longitudinal study involved children aged 5 to 8 years at the time of follow-up from 2019 to 2021 (N=101). Additionally, the sample included first-grade children who were trained in kindergarten and first grade before the pandemic (March 2019, N=84). Results. The results of the analysis indicate that inhibition control successfully developed in children from the senior kindergarten group to the first grade of school during the pandemic. At the same time, the level of development of inhibition control in girls after the pandemic is higher than in girls before the pandemic, while no significant differences were found for boys. Conclusion. The level of inhibitory control in preschoolers, whose education in the preparatory group of the kindergarten took place during the COVID-19 pandemic, despite the restrictions introduced and changes in the usual way of life, corresponds to the norms. It has been shown that the results of the development of inhibitory control in children who were caught up in the pandemic and those who were not caught up in the pandemic differ depending on gender.

Развитие регуляторных функций у дошкольников 4–7 лет: роль продолжительности посещения детского сада

Background. Executive functions are one of the factors that contribute to the balanced development of children and their success in the future. In this regard, the study of factors that may influence the development of executive functions is an urgent task. The study examines the role of the kindergarten attendance duration in the development of working memory, cognitive flexibility and inhibition as components of executive functions in preschool children. Methods. The NEPSY-II battery subtests were used to test the level of development of regulatory functions. Data on the period of children's kindergarten attendance were collected according to preschool attendance journal. Sample. The study involved 947 children aged 53 to 86 months (Mage = 70.3; SDage = 4.3), 515 boys and 495 girls from Moscow, Kazan, and Sochi. Results. As a result of comparison of averages using Welch's criterion, significant differences were found in the development of regulatory functions in children with different periods of kindergarten attendance. The level of visual and verbal working memory development was significantly higher in children who attended kindergarten for more than two years as compared to children with shorter time of attendance. Physical inhibitory control is significantly lower in children who attend kindergarten for less than a year compared to those who attend kindergarten for longer periods of time. Significant differences were shown in the level of visual working memory development depending on the region and on the duration of attendance. Conclusion. The study demonstrated significant differences in the level of visual working memory, verbal working memory, and physical inhibitory control in children depending on the duration of kindergarten attendance. The highest scores were found in preschoolers attending kindergarten for more than two years. Thus, the results of the study emphasize the importance of kindergarten educational environment for successful cognitive development of preschoolers.

How does inhibitory control predict emotion regulation in preschool? The role of individual children's interactions with teachers and peers.

Emotion regulation is foundational to children's psychological wellbeing and future school adjustment. As young children are spending increasing amounts of time in preschool programs, investigating how early childhood classrooms can foster emotion regulation development is warranted. In this study, we tested individual children's interactions with teachers and peers as potential mechanisms through which inhibitory control supports emotion regulation in the preschool classroom. Participants included 767 preschool children (49% female; M = 4.39 years old, SD = .08) from low-income households (income-to-needs ratio M = 1.45, SD = 1.06). Fifty percent of children were Black, 22% White, 13% Latino, and 15% Other race/ethnicity. Children completed direct assessments of inhibitory control in the fall, teachers reported on children's emotion regulation in the fall and spring of the preschool year, and trained observers rated the quality of individual children's interactions with teachers and peers in the fall, winter, and spring. Accounting for earlier emotion regulation, mediation analyses indicated that children's inhibitory control operates through individual children's (a) positive interactions with peers and (b) negative interactions with teachers and peers to support their subsequent emotion regulation. These findings underscore the role of the preschool classroom as an emotion socialization context for children from low-income households, along with providing additional evidence about the importance of social interactions to understand children's emotional development in context. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Potential of Music Training to Improve Attentional Control and Inhibitory Control in Children with ADHD

Research has documented how music training boosts executive functioning and that a similar intervention called music therapy has been associated with a reduction in symptoms of Attention–Deficit Hyperactivity Disorder (ADHD). This paper reviews the evidence on whether music training has the potential to improve two executive functions—attentional control and inhibitory control—in children with ADHD. As the research on how music training affects children with ADHD is limited, studies on the benefits of music training for similar neurodiverse conditions and the effect of music training on attention and inhibition in neurotypical individuals were reviewed. This data could act as preliminary evidence for how music training may benefit children with ADHD, but further research must involve these children to confirm that these findings apply to them.