The Development of Executive Attention: Contributions to the Emergence of Self-Regulation

By M. R. Rueda, Michael I. Posner, M. Rothbart. Developmental Neuropsychology, 2005

849 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/d42739b2d34ca031b286532d282b29e5227e14ef

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In Cognitive Neuroscience

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Citations in the corpus

Self–Regulation and Well–Being: The Influence of Identity and Motives (2011, background): “In the literature, there is consensus that self-regulatory capacities are primarily acquired in early childhood (Kopp, 1989; Rueda et al., 2005) and facilitate later developmental tasks.”
Mindfulness as a moderator of neuroticism–outcome relations: A self-regulation perspective (2009, neutral): “for self-regulation develop (Rueda et al., 2005).”
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, background): “The hypothesis is that direct training in cognitive tasks that utilize working memory, inhibitory control, and attention set shifting may strengthen these cognitive capacities in ways that foster more generalized regulatory control over emotion, behavior, and attentional focus in the classroom (Rued”
Contributions of Attentional Control to Socioemotional and Academic Development (2010, methodology): “Over the past years, we have used model tasks to assess the executive attention capacities likely to underlie EC ( Posner & Rothbart, 1998 ; Rothbart, Ellis, Rueda, & Posner, 2003 ; Rueda, Posner, & Rothbart, 2005 ).”
Self-Regulation and School Success (2013, background): “Rueda, Posner, and Rothbart ( 2005 ) have argued that executive function (and in particular, the executive attention network, which monitors and resolves conl ict between other brain networks) and ef ortful control are concepts representing dif erent methodological approaches to studying…”
How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood (2010, background): “Very broad definition of self‐regulation comes from the field of neuropsychology: Rueda, Posner, and Rothbart ( 2005 ) claim that self‐regulation refers to many processes by which the human psyche exercises control over its functions, states and inner processes.”