Verbal self-instructions in task switching: a compensatory tool for action-control deficits in childhood and old age?

By Jutta Kray, Jutta Eber, J. Karbach. 2008

160 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Inner speech is used to mediate short-term memory, but not planning, among intellectually high-functioning adults with autism spectrum disorder (2012, background): “Among young typically developing children, efforts to encourage monologic forms of inner speech have been somewhat successful, significantly improving children’s performance on a variety of cognitive tasks (e.g., Asarnow & Meichenbaum, 1979; Kray et al., 2008).”
Language and Executive Functions: The Effect of Articulatory Suppression on Executive Functioning in Children (2012, background): “Still, one can infer that in the interface of simultaneously placed demands on inhibition and memory, language has again been found to increasingly support performance with growing age, but not to the extent that this includes all processes necessary to overcome developmental constraints in ontogeny”
Control and interference in task switching--a review. (2010, background): “Kray, Eber, and Karbach (2008) found that facilitation effects due to task-relevant verbalization were especially large in younger children and older adults, that is, age groups that are assumed to have difficulties to maintain task sets and to switch between them (e.g., Cepeda, Kramer, & Gonzalez…”
How useful is executive control training? Age differences in near and far transfer of task-switching training. (2009, background): “That is, they serve as effective means to reduce age-related differences in task-switching abilities (Kray et al., 2008).”