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This study evaluates a model for considering domain-general and domain-specific associations between teacher–child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher–child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a diverse population of 4-year-old children (n = 1,407) responsive teaching was modestly associated with development across social and cognitive domains, whereas positive management and routines was modestly associated with increases in inhibitory control and cognitive facilitation was associated with gains in early language and literacy skills. The conceptual and methodological contributions and challenges of this approach are discussed.

Given the current literature debate on whether or not Problematic Social Network Sites Use (PSNSU) can be considered a behavioral addiction, the present study was designed to test whether, similarly to addictive behaviors, PSNSU is characterized by a deficit in inhibitory control in emotional and addiction-related contexts. Twenty-two problematic Facebook users and 23 nonproblematic users were recruited based on their score on the Problematic Facebook Use Scale. The event-related potentials were recorded during an emotional Go/Nogo Task, including Facebook-related, unpleasant, pleasant, and neutral pictures. The amplitudes of the Nogo-N2 and the Nogo-P3 were computed as measures of the detection of response conflict and response inhibition, respectively. Reaction times and accuracy also were measured. The results showed that problematic users were less accurate on both Go and Nogo trials than nonproblematic users, irrespective of picture content. For problematic users only, the Nogo-P3 amplitude was lower to Facebook-related, pleasant, and neutral than to unpleasant stimuli, suggesting less efficient inhibition with natural and Facebook-related rewards. Of note, all participants were slower to respond to Facebook-related and pleasant Go trials compared with unpleasant and neutral pictures. Consistently, the Nogo-N2 amplitude was larger to Facebook-related than all other picture contents in both groups. Overall, the findings suggest that PSNSU is associated with reduced inhibitory control. These results should be considered in the debate about the neural correlates of PSNSU, suggesting more similarities than differences between PSNSU and addictive behaviors.

This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.

The relation between children's lie-telling and their social and cognitive development was examined. Children (3—8 years) were told not to peek at a toy. Most children peeked and later lied about peeking. Children's subsequent verbal statements were not always consistent with their initial denial and leaked critical information revealing their deceit. Children's conceptual moral understanding of lies, executive functioning, and theory-of-mind understanding were also assessed. Children's initial false denials were related to their first-order belief understanding and their inhibitory control. Children's ability to maintain their lies was related to their second-order belief understanding. Children's lying was related to their moral evaluations. These findings suggest that social and cognitive factors may play an important role in children's lie-telling abilities.

The neurodevelopmental sequelae of early deprivation were examined by testing (N = 132) 8-and 9-year-old children who had endured prolonged versus brief institutionalized rearing or rearing in the natal family. Behavioral tasks included measures that permit inferences about underlying neural circuitry. Children raised in institutionalized settings showed neuropsychological deficits on tests of visual memory and attention, as well as visually mediated learning and inhibitory control. Yet, these children performed at developmentally appropriate levels on similar tests where auditory processing was also involved and on tests assessing executive processes such as rule acquisition and planning. These findings suggest that specific aspects of brainbehavioral circuitry may be particularly vulnerable to postnatal experience.

This study investigated the changing relation between emotion and inhibitory control during adolescence. One hundred participants between 11 and 25 years of age performed a go-nogo task in which task-relevant stimuli (letters) were presented at the center of large task-irrelevant images depicting negative, positive, or neutral scenes selected from the International Affective Picture System. Longer reaction times for negative trials were found across all age groups, suggesting that negative but not positive emotional images captured attention across this age range. However, age differences in accuracy on inhibitory trials suggest that response inhibition is more readily disrupted by negative emotional distraction in early adolescence relative to late childhood, late adolescence, or early adulthood.

Although some evidence indicates that even very young children engage in rudimentary forms of strategic behavior, the underlying mechanisms remain largely unknown. This study tested the hypothesis that uncertainty monitoring underlies such behaviors. Three-, four-, and five-year-old children (N = 88) completed a perceptual discrimination task. Results indicated that children are more likely to withhold (vs. volunteer) responses on trials for which, when forced to provide an answer, they report subjective uncertainty (vs. subjective certainty). Furthermore, uncertainty monitoring positively predicted the strategic regulation of accuracy via withholding of incorrect responses, even when controlling for individual differences in inhibitory control. Overall, results suggest that children's awareness of their own knowledge states contributes to early strategic behavior.

Despite evidence of inhibitory control and visual processing impairment in attention deficit hyperactivity disorder (ADHD), knowledge about its corresponding alterations in the brain is still evolving. The current study used counting Stroop functional MRI and the Cambridge Neuropsychological Test Automated Battery (CANTAB) to investigate if brain activation of inhibitory control and visual processing would differ in youths with ADHD relative to neurotypical youths. We assessed 25 youths with ADHD [mean age 10.9 (s.d.=2.2) years] and 23 age-, gender- and IQ-matched neurotypical youths [mean age 11.2 (s.d.=2.9) years]. The participants were assessed by using the Wechsler Intelligence Scale for Children, third edition, and two tests from the CANTAB: rapid visual information processing (RVP) and pattern recognition memory (PRM) outside the scanner. Youths with ADHD showed more activation than neurotypical youths in the right inferior frontal gyrus [Brodmann area (BA) 45] and anterior cingulate cortex, which were correlated with poorer performance on the RVP test in the CANTAB. In contrast, youths with ADHD showed less activation than neurotypical youths in the left superior parietal lobule (BA 5/7), which was correlated with the percentage of correct responses on the PRM test in the CANTAB. Our findings suggest that youths with ADHD might need more inhibitory control to suppress interference between number and meaning and may involve less visual processing to process the numbers in the counting Stroop task than neurotypical youths.

IntroductionADHD is associated with impairments in different inhibitory functions, including suppression of an already initiated response and inhibition of distracting information. This work used a protocol that combines the Stroop-matched and stop-signal tasks to examine the association between the frequency of ADHD symptoms and different inhibitory abilities in a young adult.ObjectivesTo investigate how the symptoms of inattention and hyperactivity / impulsivity are associated with three forms of inhibition evaluated by the Stroop-matched / stop-signal task: inhibiting an automatic response, controlling interference and canceling a response.Methods38 participants (33 women; mean age = 23.3; SD = 5.17) completed Adult ADHD Self-Report Scale (ASRS) assessing ADHD symptoms before performing the task. Reaction times, accuracy and stop-signal reaction time (SSRT; the latency of the inhibitory process of response cancellation) were calculated for each task condition.ResultsThere was a significant correlation of ADHD symptoms and SSRT in the condition with the higher perceptual load (i.e., a greater number of colors presented in the same test). This correlation was negative (r = - .36, p <.05), which indicates that participants with higher ADHD symptoms frequency had more efficient inhibitory processes in this condition.Conclusions(1) the perceptual load of the task influences the cancellation of responses; (2) individuals with higher frequency of ADHD symptoms may have a better inhibitory capacity when the perceptual load is high, possibly reflecting a lower availability of attentional resources to process distracting information.DisclosureNo significant relationships.

In this study, 85 maltreated foster children and 56 nonmaltreated community children (M age = 3-6 years) were assessed across kindergarten and first grade to examine the hypothesis that inhibitory control and caregiver involvement mediate associations between a history of maltreatment and foster placement and early school adjustment. Specifically, academic and social-emotional competence were evaluated. The maltreated foster children performed more poorly in academic and social-emotional competence. Inhibitory control fully mediated the association of maltreatment and foster placement with academic competence, whereas inhibitory control and caregiver involvement mediated their association with social-emotional competence. The results suggest that inhibitory control and caregiver involvement might be promising targets for school readiness interventions for foster preschoolers.