Disentangling age and schooling effects on inhibitory control development : An fNIRS investigation

Lade...
Vorschaubild
Dateien
McKay_2-cubvemsrreov1.pdf
McKay_2-cubvemsrreov1.pdfGröße: 1.11 MBDownloads: 256
Datum
2022
Autor:innen
McKay, Courtney
Wijeakumar, Sobanawartiny
Shing, Yee Lee
Herausgeber:innen
Kontakt
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
DOI (zitierfähiger Link)
ArXiv-ID
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Open Access Hybrid
Sammlungen
Core Facility der Universität Konstanz
Gesperrt bis
Titel in einer weiteren Sprache
Forschungsvorhaben
Organisationseinheiten
Zeitschriftenheft
Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published
Erschienen in
Developmental Science. Wiley. 2022, 25(5), e13205. ISSN 1363-755X. eISSN 1467-7687. Available under: doi: 10.1111/desc.13205
Zusammenfassung

Children show marked improvements in executive functioning (EF) between 4 and 7 years of age. In many societies, this time period coincides with the start of formal school education, in which children are required to follow rules in a structured environment, drawing heavily on EF processes such as inhibitory control. This study aimed to investigate the longitudinal development of two aspects of inhibitory control, namely response inhibition and response monitoring and their neural correlates. Specifically, we examined how their longitudinal development may differ by schooling experience, and their potential significance in predicting academic outcomes. Longitudinal data were collected in two groups of children at their homes. At T1, all children were roughly 4.5 years of age and neither group had attended formal schooling. One year later at T2, one group (P1, n = 40) had completed one full year of schooling while the other group (KG, n = 40) had stayed in kindergarten. Behavioural and brain activation data (measured with functional near-infrared spectroscopy, fNIRS) in response to a Go/No-Go task and measures of academic achievement were collected. We found that P1 children, compared to KG children, showed a greater change over time in activation related to response monitoring in the bilateral frontal cortex. The change in left frontal activation difference showed a small positive association with math performance. Overall, the school environment is important in shaping the development of the brain functions underlying the monitoring of one own's performance.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
150 Psychologie
Schlagwörter
cut-off design, executive functioning, fNIRS, inhibitory control, responsemonitoring, schooling
Konferenz
Rezension
undefined / . - undefined, undefined
Zitieren
ISO 690MCKAY, Courtney, Sobanawartiny WIJEAKUMAR, Eva RAFETSEDER, Yee Lee SHING, 2022. Disentangling age and schooling effects on inhibitory control development : An fNIRS investigation. In: Developmental Science. Wiley. 2022, 25(5), e13205. ISSN 1363-755X. eISSN 1467-7687. Available under: doi: 10.1111/desc.13205
BibTex
@article{McKay2022-09Disen-56027,
  year={2022},
  doi={10.1111/desc.13205},
  title={Disentangling age and schooling effects on inhibitory control development : An fNIRS investigation},
  number={5},
  volume={25},
  issn={1363-755X},
  journal={Developmental Science},
  author={McKay, Courtney and Wijeakumar, Sobanawartiny and Rafetseder, Eva and Shing, Yee Lee},
  note={Article Number: e13205}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/56027">
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/56027"/>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dcterms:title>Disentangling age and schooling effects on inhibitory control development : An fNIRS investigation</dcterms:title>
    <dc:contributor>Wijeakumar, Sobanawartiny</dc:contributor>
    <dcterms:issued>2022-09</dcterms:issued>
    <dc:contributor>Shing, Yee Lee</dc:contributor>
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <dc:contributor>McKay, Courtney</dc:contributor>
    <dc:creator>Rafetseder, Eva</dc:creator>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/56027/1/McKay_2-cubvemsrreov1.pdf"/>
    <dc:contributor>Rafetseder, Eva</dc:contributor>
    <dc:creator>Wijeakumar, Sobanawartiny</dc:creator>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/56027/1/McKay_2-cubvemsrreov1.pdf"/>
    <dc:creator>McKay, Courtney</dc:creator>
    <dcterms:abstract xml:lang="eng">Children show marked improvements in executive functioning (EF) between 4 and 7 years of age. In many societies, this time period coincides with the start of formal school education, in which children are required to follow rules in a structured environment, drawing heavily on EF processes such as inhibitory control. This study aimed to investigate the longitudinal development of two aspects of inhibitory control, namely response inhibition and response monitoring and their neural correlates. Specifically, we examined how their longitudinal development may differ by schooling experience, and their potential significance in predicting academic outcomes. Longitudinal data were collected in two groups of children at their homes. At T1, all children were roughly 4.5 years of age and neither group had attended formal schooling. One year later at T2, one group (P1, n = 40) had completed one full year of schooling while the other group (KG, n = 40) had stayed in kindergarten. Behavioural and brain activation data (measured with functional near-infrared spectroscopy, fNIRS) in response to a Go/No-Go task and measures of academic achievement were collected. We found that P1 children, compared to KG children, showed a greater change over time in activation related to response monitoring in the bilateral frontal cortex. The change in left frontal activation difference showed a small positive association with math performance. Overall, the school environment is important in shaping the development of the brain functions underlying the monitoring of one own's performance.</dcterms:abstract>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/>
    <dc:language>eng</dc:language>
    <dc:creator>Shing, Yee Lee</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2021-12-23T09:41:58Z</dc:date>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2021-12-23T09:41:58Z</dcterms:available>
  </rdf:Description>
</rdf:RDF>
Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Kontakt
URL der Originalveröffentl.
Prüfdatum der URL
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Ja
Diese Publikation teilen