Alerting, orienting, and executive attention: developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children.

By E. Mezzacappa. Child Development, 2004

628 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/68e1e684031de2641e46fea80035670cd2c0baee

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Citations in the corpus

The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, background): “…fits with previous findings from studies of aspects of behavioral regulation, such as inhibitory control and attention (Evans & Rosenbaum, 2008; Mezzacappa, 2004; Mistry et al., in press; Sektnan et al., in press), teacher reports of classroom behavioral regulation (Galindo & Fuller, 2010;…”
Socioeconomic status and the brain: mechanistic insights from human and animal research (2010, background): “SES-related differences in executive attentional systems have been reported in 6-year-old childre”
Physical fitness and academic achievement in third- and fifth-grade students. (2007, background): “Most importantly, the potential influence of sociocultural variables, and poverty in particular, should be examined due to the relationship between these variables and both fitness and cognitive performance (Duncan, Duncan, Strycker, & Chaumeton, 2002; Mezzacappa, 2004).”
An interactionist perspective on the socioeconomic context of human development. (2007, background): “…and mental health (e.g., Ackerman et al. 2004, Dearing et al. 2001, McLeod & Shanahan 1996), SES and cognitive development (e.g., Ackerman et al. 2004, Dearing et al. 2001, Hoff 2003, Mezzacappa 2004), and social class position and physical wellbeing (e.g., Evans & English 2002, McLoyd 1998).”
Parenting Mediates the Effects of Income and Cumulative Risk on the Development of Effortful Control (2014, background): “…lower effortful control compared with children from higher-income families (e.g., Evans & English, 2002; Hughes, Ensor, Wilson & Graham, 2010; Mezzacappa, 2004; Mistry, Benner, Biesanz, Clark & Howes, 2010), with differences apparent as early as preschool age (Lengua, Honorado & Bush, 2007).”
The Bilingual Adaptation: How Minds Accommodate Experience (2017, background): “Similarly, Mezzacappa (2004) studied 6-year olds with a range of backgrounds and found faster performance on the ANT by bilinguals than monolinguals and by children with high socioeconomic status than children with lower socioeconomic status.”
Are there bilingual advantages on nonlinguistic interference tasks? Implications for the plasticity of executive control processes (2011, background): “It is relatively clear that SES covaries with executive ability, where higher SES tends to be associated with better performance on measures of cognitive functioning (Mezzacappa, 2004).”
A working memory, not bilingual advantage, in controlled attention (2010, background): “Mezzacappa ( 2004 ) has demonstrated that SES exerts a strong influence on the development of executive attention, a finding which is particularly relevant to the bilingual cognitive advantage literature.”
Executive function: Reflection, iterative reprocessing, complexity, and the developing brain (2015, background): “Children with lower SES show lower levels of EF skill, even controlling for general cognitive skills (e.g., Farah et al., 2006; Masten et al., 2012; Mezzacappa, 2004; Noble, Norman, & Farah, 2004; Obradović, 2010).”
Socioeconomic Disparities Affect Prefrontal Function in Children (2009, methodology): “In addition, in a study using an Attentional Network Test (ANT) (Rueda et al., 2005), Mezzacappa (2004) found that LSES children were impaired in both speed and accuracy on measures of alerting and executive attention compared to HSES children.”
Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment (2010, background): “Further improvements in effortful control/executive functioning occur in late preschool (e.g., Mezzacappa 2004).”
Enhanced Implicit Sequence Learning in College‐age Video Game Players and Musicians (2012, result): “Although previous work has reported mixed findings for gender effects in RT tasks (e.g. Mezzacappa, 2004; Dye, Green & Bavelier, 2009b; Burton et al., 2004), gender cannot explain the learning differences we observed.”
Early childhood bilingualism leads to advances in executive attention: Dissociating culture and language* (2011, methodology): “Mezzacappa (2004) also employed the child version of ANT task and found correlations between the development of executive attention in 4–7-year-olds and various ethnic and socio-economic factors.”
Socioeconomic status and the developing brain (2009, neutral): “In a study of 6 year-olds using Posner’s Attention Network Task [35], Mezzacappa found pronounced SES disparities in the ‘executive attention’ measure [ 29 ].”