Inner speech as a retrieval aid for task goals: the effects of cue type and articulatory suppression in the random task cuing paradigm.

By Akira Miyake, M. J. Emerson, Francisca Padilla, Jeung-chan Ahn. 2004

325 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Control and interference in task switching--a review. (2010, result): “…are a number of taskswitching studies that further support this claim by showing that task-irrelevant verbalization decreases task-switching performance (e.g., Baddeley, Chincotta, & Adlam, 2001; Bryck & Mayr, 2005; Emerson & Miyake, 2003; Goschke, 2000; Miyake et al., 2004; Saeki & Saito, 2004).”
Individual differences in executive functions are almost entirely genetic in origin. (2008, result): “In fact, the mean IQ of the current sample (102) was roughly equivalent to that of the general population (mean of 100), and the factor structure of executive functions replicated that found by Miyake et al. (2000) with college students.”
Language and Executive Functions: The Effect of Articulatory Suppression on Executive Functioning in Children (2012, background): “Thus, conversed patterns between the conditions are unlikely to be a result of incomparable attentional demands of the two dual-tasking conditions (see also Miyake et al., 2004).”
Task switching: interplay of reconfiguration and interference control. (2010, unknown): “The contribution of verbalization to task switching was confirmed in other studies (Emerson & Miyake, 2003; Liefooghe, Vandierendonck, Muyllaert, Verbruggen, & Vanneste, 2005; Miyake et al., 2004; Saeki & Saito, 2004a, 2004b, 2009; Saeki, Saito, & Kawaguchi, 2006).”
Not All Executive Functions Are Related to Intelligence (2006, methodology): “Before examining the correlations of the EFs with Gf and Gc, we wanted to determine whether the structure of EFs found by Miyake et al. (2000) with a selected sample (college students) was replicated in this sample, which was more cognitively representative of the general population.”