Training, maturation, and genetic influences on the development of executive attention.

Proceedings of the National Academy of Sciences of the United States of America, 2005

1,135 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/62de5ab5d58617338644a428b4d22de1ed675a40

Citations in the corpus

• Removing brakes on adult brain plasticity: from molecular to behavioral interventions (2010, positive): “…attention and its efficient reallocation as task demands change, most likely engaging neuromodulatory systems such as acetylcholine and dopamine (Rueda et al., 2005; Dye et al., 2009b), which are also known to enhance sensory processing and brain plasticity (Kilgard and Merzenich, 1998; Bao et…”
• Learning in immersive worlds: A review of game-based learning (2006, neutral): “Other related work includes developmental cognitive neuroscience, which focuses upon executive attention (Holmboe and Johnson, 2005; Rueda et al., 2005).”
• Executive Function: Implications for Education. NCER 2017-2000. (2016, positive): “The first study, perhaps the first of its kind with young children, demonstrated in 4- and 6-year-olds (N=25 per group) that 5 days of practice on game-like tasks designed to exercise attention and EF was associated with improvements on a measure of fluid reasoning and with a more mature pattern of ”
• Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children (2012, positive): “To our knowledge, this is the first documentation of an experimentally induced increase in this EF domain in young and typically developing children (Rueda et al., 2005; Thorell et al., 2009).”
• Enhancing attention through training (2015, positive): “Many studies of training executive attention have been carried out in children [18 ,19,20] using computerized exercises designed to improve conflict resolution [19,20] or more general school curricula designed to exercise all aspects of executive functions [18 ].”
• Temperament theory and the study of cognition-emotion interactions across development (2007, positive): “…is at least in part heritable, Posner and colleagues have recently documented patterns of heritability for executive attention abilities (Fan, Wu, Fossella, & Posner, 2001), as well as associations between polymorphisms of the dopamine gene DAT1 and executive attention (Rueda et al., 2005).”
• Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. (2007, positive): “As a first step in this direction, two promising studies, one with a preschool sample ( Rueda, Rothbart, McCandliss, Saccomanno, & Posner, 2005 ) and the other with a school-age sample with attention deficit hyperactivity disorder (Klingberg et al., 2005), have demonstrated the effects of intensive ”
• A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, neutral): “National Institute of Child Health and Human Development Early Childcare Research Network. (2003). Do children’s attention processes mediate the link between family predictors and school readiness? Developmental Psychology, 39, 581–593.”
• How useful is executive control training? Age differences in near and far transfer of task-switching training. (2009, positive): “…is some evidence for far transfer of executive control training in children (Fisher & Happ , 2005; Klingberg et al., 2005; Kloo & Perner, 2003; Rueda et al., 2005), most training programs in previous studies focusing on adults resulted in large improvements on the training task itself while…”