Development of attentional networks in childhood.

By M. R. Rueda, Jin Fan, Bruce D. McCandliss, Jessica Halparin, Michael I. Posner. Neuropsychologia, 2004

1,388 citations recorded by the source corpus.

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In Cognitive Neuroscience

Citations in the corpus

Green spaces and cognitive development in primary schoolchildren (2015, methodology): “In those questionnaires behavioral aspects that characterized hyperactivity/inattention were modestly correlated (Spearman’s correlation coefficients ranging between 0.18 and 0.23) with the ANT inattentiveness score (at baseline) used in this study.”
The effect of acute cognitively engaging physical activity breaks on children's executive functions: Too much of a good thing? (2018, methodology): “The fish Flanker task is considered as the child version of the Attention Network Test (Rueda et al., 2004) and has widely been applied in developmental research (Roebers, & Kauer, 2009; Röthlisberger, Neuenschwander, Cimeli, Michel, & Roebers, 2011; Rueda, Posner, & Rothbart, 2005) including exerci”
The development of effortful control (2005, methodology): “For the pre- and postassessment sessions, the children completed the child version of the Attentional Network Test (ANT; Rueda et al., 2004) and the Kaufman-Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1990).”
Temperament and the Pursuit of an Integrated Developmental Psychology (2004, methodology): “Using this task, there is considerable development of conflict resolution up to 7 years of age, but a striking consistency in performance after this age up to adulthood (Rueda et al., 2004).”
Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children (2012, methodology): “Interference control, working memory and cognitive flexibility develop rapidly during the preschool years (Carlson, 2005; Rueda et al., 2004).”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “Thus, future studies should use more comprehensive attention tasks with preschoolers, such as the child version of the Attention Network Task (ANT; Rueda et al. 2004), which provides more detailed indices of executive attention.”
Typologies of attentional networks (2006, background): “Several behavioural studies using tasks that integrated functions of both networks demonstrated no correlation between the alerting and orienting scores, which led the authors to conclude that they are functionally distinc”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “& Although many affective intervention programs have been developed and evaluated, whether participation in interventions aimed at increasing attentional skills may also result in improvements in emotion regulation ability and other aspects of emotional competence contributes to children’s cognitive”
Executive Functions after Age 5: Changes and Correlates (2009, methodology): “…the middle stimulus such as a fish facing left and ignoring surrounding fish facing right (e.g., Simonds, Kieras, Rueda, & Rothbart, 2007; but see Rueda et al., 2004, for no change after age 8), and (c) simple response inhibition tasks, such as the Go/No-go task (Brocki & Bohlin, 2004; Davidson…”
Childhood poverty: specific associations with neurocognitive development. (2006, methodology): “Mezzacappa (2004) assessed the sociodemographic correlates of performance on Posner's Attention Network Task (ANT; Rueda et al., 2004) and found the strongest relations with SES in what he terms “executive attentional” processes.”
Bilingualism and Cognition (2018, methodology): “The Attention Network Task (ANT) has typically been employed in studies examining the connections between bilingualism and executive control in bilingual children (Rueda, Fan, McCandliss, Halparin, Gruber, Lercari & Posner, 2004).”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “The few tasks that require abilities beyond those of 5-year-olds demand substantial time or specialized materials to administer; these include the attention network task (Rueda et al., 2004), Tower of London and Tower of Hanoi (Bull, Espy, & Senn, 2004); and advanced dimensional change card sort (Mü”