TY - JOUR
T1 - Inhibitory processes in young children and individual variation in short-term memory
AU - Espy, Kimberly Andrews
AU - Bull, Rebecca
N1 - Funding Information:
This research was supported, in part, by Grant 1R01 MH065668 from the National Institute of Mental Health; Grant 1R01 DA014661 from the National Institute on Drug Abuse; Grant 6R01 HD038051 from the National Institute of Child Health & Development; the Pediatric Neuropsychology/Developmental Cognitive Neuroscience Award from the Rita Rudel Foundation; the Special Research Program Award from the Southern Illinois University Office of Research Development and Administration to Kimberly Andrews Espy; and grants from the Carnegie Trust and British Academy to Rebecca Bull. We thank the participating families, undergraduates, medical students, project staff, and graduate students who assisted in various laboratory tasks associated with this study. We also thank Stephanie Carlson for her insightful comments on a previous draft of this article.
PY - 2005
Y1 - 2005
N2 - A precise definition of executive control remains elusive, related in part to the variations among executive tasks in the nature of the task demands, which complicate the identification of test-specific versus construct-specific performance. In this study, tasks were chosen that varied in the nature of the stimulus (verbal, nonverbal), response (naming, somatic motor), conflict type (proactive interference, distraction), and inhibitory process (attention control, response suppression) required. Then performance differences were examined in 184 young children (age range = 3 years 6 months to 6 years 1 month), comparing those with high (5 or more digits) and low (3 or fewer digits) spans to determine the dependence on short-term memory. Results indicated that there was communality in inhibitory task demands across instruments, although the specific pattern of task intercorrelations varied in children with high and low spans. Furthermore, only performance on attention control tasks-that is, that require cognitive engagement/disengagement among an internally represented rule or response set that was previously active versus those currently active-differed between children of high and low spans. In contrast, there were differences neither between children with high and low spans on response suppression tasks nor on tasks when considered by type of stimulus, response, or conflict. Individual differences in well-regulated thought may rest in variations in the ability to maintain information in an active, quickly retrievable state that subserve controlling attention in a goal-relevant fashion.
AB - A precise definition of executive control remains elusive, related in part to the variations among executive tasks in the nature of the task demands, which complicate the identification of test-specific versus construct-specific performance. In this study, tasks were chosen that varied in the nature of the stimulus (verbal, nonverbal), response (naming, somatic motor), conflict type (proactive interference, distraction), and inhibitory process (attention control, response suppression) required. Then performance differences were examined in 184 young children (age range = 3 years 6 months to 6 years 1 month), comparing those with high (5 or more digits) and low (3 or fewer digits) spans to determine the dependence on short-term memory. Results indicated that there was communality in inhibitory task demands across instruments, although the specific pattern of task intercorrelations varied in children with high and low spans. Furthermore, only performance on attention control tasks-that is, that require cognitive engagement/disengagement among an internally represented rule or response set that was previously active versus those currently active-differed between children of high and low spans. In contrast, there were differences neither between children with high and low spans on response suppression tasks nor on tasks when considered by type of stimulus, response, or conflict. Individual differences in well-regulated thought may rest in variations in the ability to maintain information in an active, quickly retrievable state that subserve controlling attention in a goal-relevant fashion.
UR - http://www.scopus.com/inward/record.url?scp=25444448487&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=25444448487&partnerID=8YFLogxK
U2 - 10.1207/s15326942dn2802_6
DO - 10.1207/s15326942dn2802_6
M3 - Article
C2 - 16144432
AN - SCOPUS:25444448487
VL - 28
SP - 669
EP - 688
JO - Developmental Neuropsychology
JF - Developmental Neuropsychology
SN - 8756-5641
IS - 2
ER -