Inhibitory and working memory demands of the day–night task in children

By Andrew Simpson, Kevin J. Riggs. 2005

119 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4827592521ced5b78f5ec78223c4775b3644edf5

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

1. J. Best
2. P. H. Miller
3. Lara L. Jones
4. Sarah R. Beck
5. S. Gorniak
6. Kevin J. Riggs

In Developmental and Educational Psychology

1. J. Best
2. P. H. Miller
3. Sarah R. Beck
4. S. Gorniak
5. Lara L. Jones
6. Kevin J. Riggs
7. A. Diamond
8. Megan M. McClelland

In Education

1. J. Best
2. P. H. Miller
3. Sarah R. Beck
4. S. Gorniak
5. Lara L. Jones
6. Kevin J. Riggs

Citations in the corpus

• Executive Functions after Age 5: Changes and Correlates (2009, methodology): “Currently, both behavioral (Beveridge, Jarrold, & Pettit, 2002; Simpson & Riggs, 2005) and functional neuroimaging (Aron, 2008) research suggest the independence of inhibition and WM; however, a remaining methodological challenge is to create EF tasks that isolate and assess one or the other EF…”
• Relating developments in children's counterfactual thinking and executive functions (2009, methodology): “In this test (Gerstadt, Hong, & Diamond, 1994; Simpson & Riggs, 2005) children were shown a white card and told ‘‘When you see this card, I want you to say black’’.”