Definitions and methods of inhibition training in childhood, from a neuropsychological perspective. A systematic review
Main Article Content
Abstract
Article Details
La RACC aplicará la licencia internacional de atribuciones comunes creativas (Reconocimiento 4.0 Internacional: https://creativecommons.org/licenses/by/4.0/).
Bajo esta licencia, se permite cualquier explotación de la obra, incluyendo la explotación con fines comerciales y la creación de obras derivadas, la distribución de las cuales también está permitida sin ninguna restricción. Esta licencia es una licencia libre según la Freedom Defined. La única condición es que siempre y en todos los casos se cite a los autores y a la fuente original de publicación (i.e., RACC). Esta licencia fue desarrollada para facilitar el acceso abierto, gratuito y libre a trabajos originales científicos y artísticos.
How to Cite
References
Adams, N. C., & Jarrold, C. (2012). Inhibition in autism: Children with autism have difficulty inhibiting irrelevant distractors but not prepotent responses. Journal of autism and developmental disorders, 42(6), 1052-1063. doi: 10.1007/s10803-011-1345-3
Barnett, W. S. (2007). Preschool education studies: A bibliography organized by research strengths. Economics of Education Review, 26(1), 113-125. Recuperado de: http://nieer.org/wp-content/uploads/2016/08/PreschoolEducation.pdf
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child development, 81(6), 1641-1660. doi: 10.1111/j.1467-8624.2010.01499.x
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental review, 29(3), 180-200. doi: 10.1016/j.dr.2009.05.002
Bezdjian, S., Tuvblad, C., Wang, P., Raine, A., & Baker, L. A. (2014). Motor impulsivity during childhood and adolescence: a longitudinal biometric analysis of the go/no-go task in 9-to 18-year-old twins. Developmental psychology, 50(11), 2549-2557. doi: 10.1037/a0038037
Blair, C. (2016). Developmental science and executive function. Current directions in psychological science, 25(1), 3-7. doi: 10.1177/0963721415622634
Blakey, E., & Carroll, D. J. (2015). A short executive function training program improves preschoolers’ working memory. Frontiers in psychology, 6, 1-8. doi: 10.3389/fpsyg.2015.01827
Bodrova, E., & Leong, D. J. (2007). Tools of the mind. The Vygotskian Approach to Early Childhood Education (2da Ed). New York: Merrill/Prentice Hall
Boot, W. R., Simons, D. J., Stothart, C., & Stutts, C. (2014). The pervasive problem with placebos in psychology: Why active control groups are not sufficient to rule out placebo effects. Perspectives on Psychological Science, 8(4), 445–454. doi: 10.1177/1745691613491271
Borella, E., Carretti, B., & Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning disabilities, 43(6), 541-552. doi: 10.1177/0022219410371676
Borella, E., & De Ribaupierre, A. (2014). The role of working memory, inhibition, and processing speed in text comprehension in children. Learning and Individual Differences, 34, 86-92. doi: 10.1016/j.lindif.2014.05.001 1041-6080
Brocki, K. C., Nyberg, L., Thorell, L. B., & Bohlin, G. (2007). Early concurrent and longitudinal symptoms of ADHD and ODD: Relations to different types of inhibitory control and working memory. Journal of Child Psychology and Psychiatry, 48(10), 1033-1041. doi: 10.1111/j.1469-7610.2007.01811.x
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-228. doi: 10.1080/87565640801982312
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510. doi: 10.1016/j.cogdev.2007.08.002
Casey, B. J., Trainor, R. J., Orendi, J. L., Schubert, A. B., Nystrom, L. E., Giedd, J. N., ... Forman, S. D. (1997). A developmental functional MRI study of prefrontal activation during performance of a go-no-go task. Journal of cognitive neuroscience, 9(6), 835-847. doi: 10.1162/jocn.1997.9.6.835
Christ, S. E., Kester, L. E., Bodner, K. E., & Miles, J. H. (2011). Evidence for selective inhibitory impairment in individuals with autism spectrum disorder. Neuropsychology, 25(6), 690-701. doi: 10.1037/a0024256
Clark, C. A. C., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46(5), 1176-1191. doi: 10.1037/a0019672
Colombo, J. A., & Lipina, S. J. (2005). Hacia un programa público de estimulación cognitiva infantil. Fundamentos, métodos y resultados de una experiencia de intervención preescolar controlada. Buenos Aires: Editorial Paidós.
Cozzani, F., Usai, M. C., & Zanobini, M. (2013). Linguistic abilities and executive function in the third year of life. Rivista di psicolinguistica applicata/journal of applied psycholinguistics, 13(1), 25-43. Recuperado de: https://www.researchgate.net/profile/Maria_Carmen_Usai/publication/258891523_LINGUISTIC_ABILITIES_AND_EXECUTIVE_FUNCTION_IN_THE_THIRD_YEAR_OF_LIFE/links/00b7d5295cedb4cbb4000000.pdf
Crone, E. A., & Steinbeis, N. (2017). Neural perspective on cognitive development during childhood and adolescence. Trends in Cognitive Sciences, 21(3), 205-215. doi: 10.1016/j.tics.2017.01.003
Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037-2078. doi: 10.1016/j.neuropsychologia.2006.02.006
Dehn, M. J. (2011). Helping Students Remember: Exercises and Strategies to Strengthen Memory. Hoboken, New Jersey: John Wiley & Sons
Dempster, F. N., & Corkill, A. J. (1999). Interference and inhibition in cognition and behavior: Unifying themes for educational psychology. Educational Psychology Review, 11(1), 1-88. doi: 10.1023/A:1021992632168
Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current directions in psychological science, 21(5), 335-341. doi: 10.1177/0963721412453722
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. doi: 10.1146/annurev-psych-113011-143750
Diamond, A. (2016) Why improving and assessing executive functions early in life is critical. En J. Griffin, P. McCardle, & L. Freund (Eds.) Executive Functions in Pre-school Age-Children. Integrating Measurement, Neurodevelopment and Translational Research. Washington, DC: American Psychological Association.
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental cognitive neuroscience, 18, 34-48. doi: 10.1016/j.dcn.2015.11.005
Donders, F. C. (1969). On the speed of mental processes. Acta psychologica, 30, 412-431. doi: 10.1016/0001-6918(69)90065-1
Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental psychobiology, 36(2), 161-174. doi: 10.1002/(sici)1098-2302(200003)36:2<161::aid-dev7>3.0.co;2-0
Engelhardt, P. E., Nigg, J. T., Carr, L. A., & Ferreira, F. (2008). Cognitive inhibition and working memory in attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 117(3), 591-605. doi: 10.1037/a0012593
Eriksen, B. A., & Eriksen, C. W. (1974). Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception & Psychophysics, 16(1), 143-149. doi: 10.3758/BF03203267
Espy, K. A., McDiarmid, M., Cwik, M., Senn, T., Hamby, A., & Stalets, M. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology,26(1), 456–465. doi: 10.1207/s15326942dn2601_6
Fernandez-Duque, D., & Posner, M. I. (2001). Brain imaging of attentional networks in normal and pathological states. Journal of Clinical and Experimental Neuropsychology, 23(1), 74-93. doi: 10.1076/jcen.23.1.74.1217
Floyd, R. G., & Kirby, E. A. (2001). Psychometric properties of measures of behavioral inhibition with preschool-age children: Implications for assessment of children at risk for ADHD. Journal of Attention Disorders, 5(2), 79-91. doi: 10.1177/108705470100500202
Friedman, N. P., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133(1), 101-135. doi: 10.1037/0096-3445.133.1.101
Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Psychological science, 17(2), 172-179. doi: 10.1111/j.1467-9280.2006.01681.x
Gandolfi, E., Viterbori, P., Traverso, L., & Usai, M. C. (2014). Inhibitory processes in toddlers: A latent-variable approach. Frontiers in Psychology, 5, 1-11. doi: 10.3389/fpsyg.2014.00381
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31-60. doi: 10.1037/0033-2909.134.1.31
Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action: performance of children 3 1/2–7 years old on a stroop-like day-night test. Cognition, 53(2), 129-153. doi: 10.1016/0010-0277(94)90068-X
Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A.C. … Tompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences USA, 101(21), 8174-8179. doi: 10.1073/pnas.0402680101
Graziano, P. A., Calkins, S. D., & Keane, S. P. (2010). Toddler self-regulation skills predict risk for pediatric obesity. International Journal of Obesity, 34(4), 633-641. doi: 10.1038/ijo.2009.288
Green, C. S., Strobach, T., & Schubert, T. (2014). On methodological standards in training and transfer experiments. Psychological Research, 78(6), 756-772. doi: 10.1007/s00426-013-0535-3
Hasher, L., Lustig, C., & Zacks, R. T. (2007). Inhibitory mechanisms and the control of attention. En A. Conway, C. Jarrold, M. Kane, A. Miyake, & J. Towse (Eds.), Variation in working memory (pp. 227-249). New York: Oxford University Press.
Hasher, L., & Zacks, R. T. (1988). Working memory, comprehension, and aging: A review and a new view. En G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 193-225). San Diego: Academic Press.
Hermida, M. J., Segretin, M. S., Prats, L. M., Fracchia, C. S., Colombo, J. A., & Lipina, S. J. (2015). Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten
children. Trends in Neuroscience and Education, 4(1), 15-25. doi: 10.1016/j.tine.2015.03.003
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180. doi: 10.1016/j.tics.2012.01.006
Introzzi, I. M., Canet Juric, L., Aydmune, Y., & Stelzer, F. (2016). Theoretical Perspectives and Empirical Evidence on Inhibition. Revista Colombiana de Psicología, 25(2), 351-368. doi: 10.15446/rcp.v25n2.52011
Jiang, Q., He, D., Guan, W., & He, X. (2016). “Happy goat says”: The effect of a food selection inhibitory control training game of children's response inhibition on eating behavior. Appetite, 107(1), 86-92. doi: 10.1016/j.appet.2016.07.030
Johnstone, S. J., Roodenrys, S., Blackman, R., Johnston, E., Loveday, K., Mantz, S., & Barratt, M. F. (2012). Neurocognitive training for children with and without AD/HD. ADHD Attention Deficit and Hyperactivity Disorders, 4(1), 11-23. doi: 10.1007/s12402-011-0069-8.
Jolles, D. D., & Crone, E. A. (2012). Training the developing brain: A neurocognitive perspective. Frontiers in Human Neuroscience, 6(76), 1-12. doi: 10.3389/fnhum.2012.00076
Kane, M. J., Bleckley, M. K., Conway, A. R., & Engle, R. W. (2001). A controlled-attention view of working-memory capacity. Journal of Experimental Psychology: General, 130(2), 169-183. doi: 10.1037/0096-3445.130.2.169
Karbach, J. (2015). Plasticity of executive functions in childhood and adolescence: Effects of cognitive interventions. Revista Argentina de Ciencias del Comportamiento, 7(1), 64-70. Recuperado de: https://revistas.unc.edu.ar/index.php/racc/article/view/64-70
Karbach, J., & Unger, J. (2014) Executive control training from middle childhood to adolescence. Frontiers in Psychology, 5(390), 1-14. doi: 10.3389/fpsyg.2014.00390
Kray, J., & Ferdinand, N. K. (2013). How to improve cognitive control in development during childhood: potentials and limits of cognitive interventions. Child Development Perspectives, 7(2), 121-125. doi: 10.1111/cdep.12027
Lipina, S. J., & Segretin, M. S. (2015). 6000 días más: evidencia neurocientífica acerca del impacto de la pobreza infantil. Psicología Educativa, 21(2), 107-116. doi: 10.1016/j.pse.2015.08.003
Liu, Q., Zhu, X., Ziegler, A., & Shi, J. (2015). The effects of inhibitory control training for preschoolers on reasoning ability and neural activity. Scientific reports, 5(1). 1-10 doi: 10.1038/srep14200
Livesey, D., Keen, J., Rouse, J., & White, F. (2006). The relationship between measures of executive function, motor performance and externalising behaviour in 5-and 6-year-old children. Human Movement Science, 25(1), 50-64. doi: 10.1016/j.humov.2005.10.008
Logan, G. D., & Cowan, W. B. (1984). On the ability to inhibit thought and action: A theory of an act of control. Psychological review,
91(3), 295-327. doi: 10.1037//0033-295x.91.3.295
Loosli, S. V., Falquez, R., Unterrainer, J. M., Weiller, C., Rahm, B., & Kaller, C. P. (2016). Training of resistance to proactive interference and working memory in older adults: a randomized double-blind study. International Psychogeriatrics, 28(3), 453-467. doi: 10.1017/S1041610215001519
Luciana, M., & Nelson, C. A. (2002). Assessment of neuropsychological function in children using the Cambridge Neuropsychological Testing Automated Battery (CANTAB): Performance in 4- to 12-year-olds. Developmental Neuropsychology, 22(3), 595–623. doi:
10.1207/S15326942DN2203_3
Mann, T., De Ridder, D., & Fujita, K. (2013). Self-regulation of health behavior: Social psychological approaches to goal setting and goal striving. Health Psychology, 32(5), 487-498. doi: 10.1037/a0028533
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions four general conclusions. Current directions in psychological science, 21(1), 8-14. doi: 10.1177/0963721411429458
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100. doi: 10.1006/cogp.1999.0734.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. doi: 10.1073/pnas.1010076108/-/DCSupplemental
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4(1), 1-9. doi: 10.1186/2046-4053-4-1
Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic bulletin & review, 18(1), 46-60. doi: 10.3758/s13423-010-0034-0
Mullen, S. P., & Hall, P. A. (2015). Editorial: Physical activity, self-regulation, and executive control across the lifespan. Frontiers in Human Neuroscience, 9, 6-8. doi: 10.3389/fnhum.2015.00614
Nederkoorn, C., Braet, C., Van Eijs, Y., Tanghe, A., & Jansen, A. (2006). Why obese children cannot resist food: the role of impulsivity. Eating behaviors, 7(4), 315-322. doi: 10.1016/j.eatbeh.2005.11.005
Nigg, J. T. (2000). On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126(2), 220-246. doi: 10.1037/0033-2909.126.2.220
Nuñez-Peña, M. I., Corral, M. J., & Escera, C. (2004). Potenciales evocados cerebrales en el contexto de la investigación psicológica: una actualización. Anuario de Psicología, 35(1), 3-21. Recuperado de: http://hdl.handle.net/2445/99079
Passolunghi, M. C., & Siegel, L. S. (2004). Working memory and access to numerical information in children with disability in mathematics. Journal of experimental child psychology, 88(4), 348-367. doi: 10.1016/j.jecp.2004.04.002
Paulsen, D. J., Hallquist, M. N., Geier, C. F., & Luna, B. (2015). Effects of incentives, age, and behavior on brain activation during inhibitory control: A longitudinal fMRI study. Developmental Cognitive Neuroscience, 10, 105-115. doi: 10.1016/j.dcn.2014.09.003
Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13(1), 25-42. doi: 10.1146/annurev.ne.13.030190.000325
Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2004). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9(4), 267-276. doi: 10.1076/chin.9.4.267.23513
Riggs, N. R., Jahromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. (2006). Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology, 27(4), 300-309. doi: 10.1016/j.appdev.2006.04.002
Segretin, M. S., Lipina, S. J., Hermida, M. J., Sheffield, T. D., Nelson, J. M., Espy, K. A., & Colombo, J. A. (2014). Predictors of cognitive enhancement after training in preschoolers from diverse socioeconomic backgrounds. Frontiers in psychology, 5, 1-25. doi: 10.3389/fpsyg.2014.00205
Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: elaboration and explanation. Bmj, 349, g7647. doi: 10.1136/bmj.g7647
Thorell, L. B., Lindqvist, S., Bergman, S., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), 106-113. doi: 10.1111/j.1467-7687.2008.00745.x
Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: evaluation of a training intervention for 5-year-old children. Frontiers in psychology, 6, 1-14. doi: 10.3389/fpsyg.2015.00525
Treisman, A., & Sato, S. (1990) Conjunction search revisited. Journal of Experimental Psychology: Human Perception and Performance, 16(3), 459–478. doi: 10.1037/0096-1523.16.3.459
Van Gerven, P. W. M., Hurks, P. P. M., Bovend´Eerdt, T. J. H., & Adam, J. J. (2016). Switch hands! Mapping proactive and reactive cognitive control across the life span. Developmental Psychology, 52(6), 960–971. doi: 10.1037/dev0000116
Vara, A. S., Pang, E. W., Vidal, J., Anagnostou, E., & Taylor, M. J. (2014). Neural mechanisms of inhibitory control continue to mature in adolescence. Developmental Cognitive Neuroscience, 10, 129-139. doi: 10.1016/j.dcn.2014.08.009
Verbruggen, F., & Logan, G. D. (2008). Response inhibition in the stop-signal paradigm. Trends in cognitive sciences, 12(11), 418-424. doi: 10.1016/j.tics.2008.07.005
Volckaert, A. M. S., & Noël, M. P. (2015). Training executive function in preschoolers reduce externalizing behaviors. Trends in Neuroscience and Education, 4(1), 37-47. doi: 10.1016/j.tine.2015.02.001
Vuillier, L., Bryce, D., Szücs, D., & Whitebread, D. (2016). The Maturation of Interference Suppression and Response Inhibition: ERP Analysis of a Cued Go/Nogo Task. PLoS One, 11(11), doi: 10.1371/journal.pone.0165697
Walhovd, K. B., Krogsrud, S. K., Amlien, I. K., Bartsch, H., Bjørnerud, A., Due-Tønnessen, P., … Fjell, A. M. (2016). Neurodevelopmental origins of lifespan changes in brain and cognition. Proceedings of the National Academy of Sciences USA, 113(33), 9357-9362. doi: 10.1073/pnas.1524259113
Willis, S. L., & Schaie, K. W. (2009). Cognitive training and plasticity: theoretical perspective and methodological consequences. Restorative neurology and neuroscience, 27(5), 375-389. doi: 10.3233/RNN-2009-0527
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354-360. doi: 10.1111/j.1750-8606.2012.00246.x
Zhao, X., Chen, L., Fu, L., & Maes, J. H. (2015). “Wesley says”: a children’s response inhibition playground training game yields preliminary evidence of transfer effects. Frontiers in psychology, 6, 1-7. doi: 10.3389/fpsyg.2015.00207
Zhao, X., Chen, L., & Maes, J. H. (2016). Training and transfer effects of response inhibition training in children and adults. Developmental Science, 20(6), 1-12. doi: 10.1111/desc.12511