Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood
Open accessAbstract
This study examines the role of executive attention on school competence in early adolescence. Twelve-year-old children (N = 37) performed a combined Flanker-Go/No-Go task while their brain activation was registered using electroencephalogram (EEG). Additionally, measures of children regulation, schooling skills, and academic achievement were obtained. We observed that individual differences in executive attention and Effortful Control predict most dimensions of school competence. Also, individual differences in the amplitude of event-related potentials (ERPs) related to interference suppression predict school achievement and some skills important for school. The results are consistent with the role attributed to executive attention in self-regulation.
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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 [19]
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References 43 · Cited by 85
Research works printed but not linked: 1
- Posner, M. I., & DiGirolamo, G. J. (1998). Executive attention: Conflict, target detection, and cognitive control. Cambridge, MA: The MIT Press.
- Authors
- Checa, P., & Rueda, M. R.
- Affiliations
- Universidad de Granada (ES)
- ORCID
- Rueda, M. Rosario
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2011-11
- Volume
- 36
- Issue
- 8
- Pages
- 1018-1032
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W2009957914
- Cited by
- 85
- References
- 43
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 3 · 2023: 7 · 2022: 6 · 2021: 5 · 2020: 8 · 2019: 5 · 2018: 2 · 2017: 15 · 2016: 9 · 2015: 7 · 2014: 8 · 2013: 2 · 2012: 2
- FWCI
- 2.27
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- Developmental Neuropsychology (publishedVersion)
- PubMed (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
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- executive attention, scholastic competence, effortful control, self-regulation, event-related potentials, interference suppression, academic performance, early adolescence, late childhood, EEG, individual differences
- MeSH terms
- Achievement, Attention, Child, Electroencephalography, Evoked Potentials, Female, Humans, Inhibition, Psychological, Male, Neuropsychological Tests, Surveys and Questionnaires, Reaction Time, Executive Function
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