Contributions of Attentional Control to Socioemotional and Academic Development
Open accessAbstract
Research Findings: Part of the attention system of the brain is involved in the control of thoughts, emotions, and behavior. As attentional control develops, children are more able to control cognition and responses flexibly and to adjust their behavior in social interactions better. In this article, we discuss evidence from different levels of analysis (e.g., temperamental, cognitive, and neural) indicating that attentional control plays a central role in several factors related to schooling, including socioemotional adjustment and academic achievement. Connecting behavioral and cognitive levels of analysis with the function of a particular brain network opens the possibility of exploring other factors that might influence the efficiency of this self-regulatory system. Moreover, understanding the processes and factors influencing the development of attentional control has the potential to help parents and teachers in their effort to promote schooling success. Practice or Policy: We also discuss recent efforts to develop educational interventions aimed at enhancing children's attention skills.
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Lower performance on the flanker task has been related to poorer social behavior, increased rates of peer rejection, more disturbing behavior in the classroom, dimensions of school competence, and parent-reported temperamental effortful control.
“More specifically, lower performance on the flanker task (see below) has been related to poorer social behavior, increased rates of peer rejection and more disturbing behavior in the classroom (18), dimensions of school competence (19), and parent-reported temperamental effortful control (20).”
From Multimodal imaging of the self-regulating developing brain (2012) · cites this paper as [18]
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Self-citationThe role of selective attention on academic foundations: A cognitive neuroscience perspective
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Multimodal imaging of the self-regulating developing brain
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How do different aspects of self-regulation predict successful adaptation to school?
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Functional network integration and attention skills in young children
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Attention: The grounds of self‐regulated cognition
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Self-citationContribution of sustained attention abilities to real-world academic skills in children
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Music training relates to the development of neural mechanisms of selective auditory attention
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The Effect of Music Intervention on Attention in Children: Experimental Evidence
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Profiles of self-regulation in elementary grades: Relations to math and reading skills
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Parenting and Temperament Influence on School Success in 9–13 Year Olds
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Self-citationAttention in the heart of intelligence
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Self-citationNeurocognitive processes underlying academic difficulties in very preterm born adolescents
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Effects of Experience on the Brain: The Role of Neuroscience in Early Development and Education
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A literature review on the effects of exergames on executive function in youth.
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Effortful control, task persistence, and reading skills
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The influence of effortful control and empathy on perception of school climate
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Neurodevelopment of conflict adaptation: Evidence from event-related potentials.
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Pavlou, K., Benson, V., & Hadwin, J. A. (2016) · Journal of Experimental Psychopathology · doi:10.5127/jep.055316 · Cited by 16 · see citing works
Influence of the environment on the early development of attentional control
Moyano, S., Rico‐Picó, J., Conejero, Á., Hoyo, Á., Ballesteros, M. Á., & Rueda, M. R. (2023) · Infant Behavior and Development · doi:10.1016/j.infbeh.2023.101842 · Cited by 16 · see citing works
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Rohr, C. S., Dimond, D., Schuetze, M., Cho, I. Y. K., Lichtenstein-Vidne, L., Okon‐Singer, H., Dewey, D., & Bray, S. (2019) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2019.02.011 · Cited by 15 · see citing works
Moyano, S., Conejero, Á., Fernández, M., Serrano, F., & Rueda, M. R. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1069478 · Cited by 13 · see citing works
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EEG time-frequency dynamics of early cognitive control development
Morales, S., & Buzzell, G. A. (2025) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2025.101548 · Cited by 10 · see citing works
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Body‐related shame disrupts attentional focus over time in adolescence
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The development of sustained, selective, and divided attention in school‐age children
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Introduction to the Special Issue on Neuroscience Perspectives on Early Development and Education
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Attention in 3-Year-Old Children with VLBW and Relationships with Early School Outcomes
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Sleep restriction and age effects on distinct aspects of cognition in adolescents
Campbell, I. G., Kurinec, C. A., Zhang, Z. Y., Cruz-Basilio, A., Figueroa, J. G., Bottom, V. B., Whitney, P. J., Hinson, J. M., & Dongen, H. P. A. V. (2024) · SLEEP · doi:10.1093/sleep/zsae216 · Cited by 5 · see citing works
Executive attention at 8 years: Concurrent and longitudinal predictors and individual differences
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Moral orientations in psychology: contrasting theoretical perspectives
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Cognitive Training of Attention and Executive Functions in Children With Autism
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Een onderzoek naar een nieuwe testbatterij voor aandacht en impulscontrole bij kleuters
Heeneman, R. A., Heuff, M., & Wagemans, M. M. (2015) · Utrecht University Repository (Utrecht University)
App, B. L. (2011) · Digital Commons - DU (University of Denver)
- Authors
- Rueda, M. R., Checa, P., & Rothbart, M. K.
- Affiliations
- Universidad de Granada (ES)
- University of Oregon (US)
- Venue
- Early Education and Development
- Publisher
- Informa UK Limited
- Published
- 2010-10-07
- Volume
- 21
- Issue
- 5
- Pages
- 744-764
- ISSN
- 1040-9289 (ISSN-L)
- 1556-6935
- OpenAlex
- W2052660722
- Cited by
- 117
- References
- 111
- Citations by year
- 2026: 3 · 2025: 11 · 2024: 6 · 2023: 13 · 2022: 8 · 2021: 6 · 2020: 2 · 2019: 7 · 2018: 11 · 2017: 10 · 2016: 10 · 2015: 10 · 2014: 2 · 2013: 4 · 2012: 7
- FWCI
- 27.19
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- Early Education and Development (publishedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
- RODIN (Universidad de Cádiz) (submittedVersion, other-oa)
- Funders
- Ministerio de Ciencia e Innovación
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- attentional control, social-emotional development, academic performance, self-regulation, executive function, temperament, neural development, brain networks, educational intervention, children
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