Development of cognitive control and executive functions from 4 to 13 years: evidence from manipulations of memory, inhibition, and task switching.

By Matthew C. Davidson, Dima Amso, Loren Anderson, A. Diamond. Neuropsychologia, 2006

2,176 citations recorded by the source corpus.

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In Cognitive Neuroscience

Citations in the corpus

The development of executive function in childhood (2008, methodology): “…1 page 14 these abilities emerge and can be combined in infancy (Diamond, 1985; Diamond & Doar, 1989; Diamond & Goldman-Rakic, 1989) as children get older they become able to do this in increasingly more complex situations (Davidson et al., 2006; Diamond, 2002; Gerstadt et al., 1994).”
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, background): “It plays a central role in the developing ability to regulate attention, emotion, and behavior during the preschool years (Rueda, Posner, & Rothbart, 2005).”
Executive Functions after Age 5: Changes and Correlates (2009, methodology): “, 2004, for no change after age 8), and (c) simple response inhibition tasks, such as the Go/No-go task (Brocki & Bohlin, 2004; Davidson et al., 2006; Huizinga et al., 2006; Lehto et al., 2003; Simpson & Riggs, 2005).”
Language and Executive Functions: The Effect of Articulatory Suppression on Executive Functioning in Children (2012, background): “Although there still is no widely accepted definition of executive functions (EFs), processes such as planning, inhibition, switching and working memory have been ascribed to this umbrella term (Davidson, Amso, Anderson, & Diamond, 2006 ; Miyake, Friedman, Emerson, Witzki, & Howerter, 2000; Welsh, ”
Cardiorespiratory Fitness and the Flexible Modulation of Cognitive Control in Preadolescent Children (2011, background): “In developing populations, inhibition is particularly important to the effective functioning of cognitive control (Brocki & Brohlin, 2004 ; Barkley, 1997 ), given that it relates to the ability to override a prepotent response in order to perform a less potent but correct response, block out task ”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “Davidson et al. (2006) showed that flexibility in switching between goals during processing develops throughout adolescence and that adults are more adept than adolescents to regulate their rate of processing to ensure accuracy.”
A Developmental Perspective on Executive Function (2010, background): “For example, since WM and inhibition seem to develop ahead of switching (Davidson et al., 2006), perhaps a certain level of WM and inhibition has to be developed before children can use them towards the development of shifting behaviors (Garon et al., 2008).”
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children (2010, background): “The skills and processes associated with EF follow prolonged and multistage developmental trajectories through childhood and adolescence and show increases in efficiency with age ( Blair, 2002 ; Blakemore & Choudhury, 2006 ; M.”
The Development of Graphophonological-Semantic Cognitive Flexibility and Its Contribution to Reading Comprehension in Beginning Readers (2010, background): “Similarly, research on executive function shows cognitive flexibility improves with age (Davidson et al., 2006; De Luca et al., 2003) and develops more slowly than other executive functions such as inhibitory control and working memory (De Luca et al.).”