Consistent use of proactive control and relation with academic achievement in childhood
Consistent use of proactive control and relation with academic achievement in childhood
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DOI：
10.1016/j.cognition.2020.104329
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发表时间：
2020-10-01
期刊：
影响因子：
3.4
通讯作者：
Chevalier, Nicolas
中科院分区：
文献类型：
--
作者：
Kubota, Maki;Hadley, Lauren, V;Chevalier, Nicolas
随着孩子年龄的增长，他们会更好地保存任务相关的信息，为即将到来的认知需求做准备。这被称为主动控制，是认知控制发展的关键组成部分。然而，儿童在不同的环境下是否会持续地进行主动控制，以及主动控制与学业能力之间的关系如何，目前仍不确定。本研究使用两个常见的任务- AX连续表现任务（AX- cpt）和提示任务转换范式(CTS)-来检验102名儿童（年龄范围：6.91-10.91岁）的主动控制参与是否在两个任务之间趋同并预测学业能力。在工作记忆能力高而不是低的儿童中，主动控制指数在任务之间适度相关，这表明在儿童时期，跨情境的主动控制参与的一致性相对较低，但随着工作记忆能力的增加而增加。此外，工作记忆（而非言语速度）预测了两项任务中的主动控制参与。虽然每个任务测量的主动控制可以预测数学和阅读成绩，但只有CTS测量的主动控制可以预测推理，这表明主动控制可以用作学业成绩的代理。
As children become older, they better maintain task-relevant information in preparation of upcoming cognitive demands. This is referred to as proactive control, which is a key component of cognitive control development. However, it is still uncertain whether children engage in proactive control consistently across different contexts and how proactive control relates to academic abilities. This study used two common tasks-the AX Continuous Performance Task (AX-CPT) and the Cued Task-Switching Paradigm (CTS)-to examine whether proactive control engagement in 102 children (age range: 6.91-10.91 years) converges between the two tasks and predicts academic abilities. Proactive control indices modestly correlated between tasks in higher but not lower working-memory children, suggesting that consistency in proactive control engagement across contexts is relatively low during childhood but increases with working memory capacity. Further, working memory (but not verbal speed) predicted proactive control engagement in both tasks. While proactive control as measured by each task predicted math and reading performance, only proactive control measured by CTS additionally predicted reasoning, suggesting that proactive control can be used as a proxy for academic achievements.