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Gao W, Luo L, Yang C, Liu Z. Longitudinal Associations between Metacognition and Spontaneous and Deliberate Mind Wandering During Early Adolescence. J Youth Adolesc 2024; 53:1820-1831. [PMID: 38600263 DOI: 10.1007/s10964-024-01979-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2023] [Accepted: 03/25/2024] [Indexed: 04/12/2024]
Abstract
Although metacognition plays a pivotal role in theoretical accounts of mind wandering, their longitudinal relationships have not yet been investigated during the important developmental period of early adolescence. This study aimed to examine the developmental trajectories of spontaneous and deliberate mind wandering and the dynamic associations between metacognition and two types of mind wandering in early adolescence. A sample of 4302 Chinese students beginning in Grade 4 (47.4% female; initial Mage = 9.84, SDage = 0.47) completed questionnaires on five occasions over 2.5 years. The results showed that deliberate mind wandering, but not spontaneous mind wandering, gradually increased from Grade 4 to Grade 6. Metacognition was negatively related to spontaneous mind wandering but positively related to deliberate mind wandering. These findings provide empirical evidence for theoretical viewpoints from both individual differences and developmental perspectives.
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Affiliation(s)
- Weiwei Gao
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Liang Luo
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Chunliang Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Zhaomin Liu
- Department of Psychology, School of Sociology, China University of Political Science and Law, Beijing, China.
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2
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Qian B, Liu Y, Yang X, Zhang Z. The Effects of Posture on Mind Wandering. Exp Psychol 2024. [PMID: 39012308 DOI: 10.1027/1618-3169/a000616] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/17/2024]
Abstract
Using two executive tasks, we explored how body posture influences mind wandering, a universal internally self-generated activity. Specifically, participants were instructed to perform the Sustained Attention Response Task (SART) and the Flanker task under three postural conditions: lying supine, sitting, and standing upright. These tasks reflect the proactive and reactive modes of executive control, respectively. To measure the frequency of mind wandering, we employed the probe-caught technique, presenting prompts at irregular intervals. The results indicate that, compared to standing and sitting positions, lying supine significantly increased mind wandering, while posture had no effect on either measure of executive control. We suggest that changes in posture alter cognitive activity related to self-generated thoughts and external tasks, whereas the relationship between mind wandering and executive control requires further research.
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Affiliation(s)
- Binbin Qian
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, PR China
| | - Yuxuan Liu
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, PR China
| | - Xinrui Yang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, PR China
| | - Zhijun Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, PR China
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3
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Cherry J, McCormack T, Graham AJ. Listen up, kids! How mind wandering affects immediate and delayed memory in children. Mem Cognit 2024; 52:909-925. [PMID: 38151674 PMCID: PMC11111549 DOI: 10.3758/s13421-023-01509-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/11/2023] [Indexed: 12/29/2023]
Abstract
Mind wandering occurs when attention becomes disengaged from the here-and-now and directed toward internally generated thoughts; this is often associated with poorer performance on educationally significant tasks. In this study, 8- to 9-year-old children (N = 60) listened to audio stories embedded with intermittent thought probes that were used to determine if participants' thoughts were on or off task. The key objective was to explore the impact of probe-caught mind wandering on both immediate and delayed memory retention. Children reported being off task approximately 24% of the time. Most inattention episodes were classified as task-unrelated thoughts (i.e., 'pure' instances of mind wandering, 9%) or attentional failures due to distractions (9%). Higher frequency of mind wandering was strongly associated with poorer memory recall, and task-unrelated thoughts strongly predicted how well children could recall components of the audio story both immediately after the task and after a 1-week delay. This study is the first to demonstrate the impact of mind wandering on delayed memory retention in children. Results suggest that exploring mind wandering in the foundational years of schooling could provide the necessary empirical foundation for the development of practical interventions geared toward detecting and refocusing lapses of attention in educational contexts.
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Affiliation(s)
- Jessica Cherry
- School of Psychology, Queen's University Belfast, Belfast, BT7 1NN, UK.
| | - Teresa McCormack
- School of Psychology, Queen's University Belfast, Belfast, BT7 1NN, UK
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Keulers EHH, Resch C, Jonkman LM, Hurks PPM. Further validation of a new ADHD screening questionnaire measuring parents' explanations (time processing, cognition, and motivation) of inattention symptoms in their school-aged children. Child Neuropsychol 2024; 30:539-550. [PMID: 37345982 DOI: 10.1080/09297049.2023.2226351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 06/12/2023] [Indexed: 06/23/2023]
Abstract
The triple pathway model suggests that different neuropsychological factors underlie symptoms of inattention (i.e., time, cognition and/or motivation problems). However, screening instruments asking individuals to judge the link between these neuropsychological factors and inattention are lacking. The recently developed screening questionnaire, PASSC, aims to examine these factors possibly causing inattention by asking parents to indicate to what extent their child experiences inattention symptoms and to what extent different neuropsychological factors explain this inattention. The present study extends prior validation research of the PASSC by examining associations between PASSC inattention explained by time, cognition, and/or motivation and children's performance on tests measuring these same three constructs. Results indicated positive correlations between PASSC inattention explained by time and less accurate performance on a time discrimination test, and between PASSC inattention explained by cognition and more working memory errors as well as higher attention switching costs. Furthermore, children whose parents indicated that their inattention was best explained by cognition showed higher switching costs than children whose inattention was best explained by motivation. This support for construct validity of the PASSC is limited to two PASSC explanations (i.e., time, cognition) and a subset of tests (i.e., time discrimination, attention switching, memory span). Future research should focus on integrating PASSC and performance test results to differentiate between children with attention problems but different underlying neuropsychological problems. Concluding, the PASSC can be a promising screening tool to identify inattention in children and the underlying explanation indicated by parents.
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Affiliation(s)
- Esther H H Keulers
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, The Netherlands
| | - Christine Resch
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, The Netherlands
- Department of Neurological Learning Disabilities, Kempenhaeghe, Heeze, The Netherlands
| | - Lisa M Jonkman
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Petra P M Hurks
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, The Netherlands
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5
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Hasan F, Hart CM, Graham SA, Kam JWY. Inside a child's mind: The relations between mind wandering and executive function across 8- to 12-year-olds. J Exp Child Psychol 2024; 240:105832. [PMID: 38157752 DOI: 10.1016/j.jecp.2023.105832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 10/26/2023] [Accepted: 12/04/2023] [Indexed: 01/03/2024]
Abstract
Mind wandering refers to attention oriented away from a current task to thoughts unrelated to the task, often resulting in poorer task performance. In adults, mind wandering is a common occurrence that is associated with the executive function facets of inhibitory control, working memory capacity, and task switching. In this study, we cross-sectionally examined whether the relation between mind wandering frequency and executive function changes across 8- to 12-year-old children. A total of 100 children completed three tasks targeting three facets of executive function. During each task, participants were occasionally prompted to report whether they were focused on the task or mind wandering. In examining the association between mind wandering frequency and executive function across the age range, we found a significant interaction between age and working memory capacity, such that it was negatively associated with mind wandering frequency only in 12-year-olds. This interaction with age was not significant for inhibitory control and task switching ability. Our results revealed differential relations between mind wandering and executive function facets, which vary with developmental stages. These findings highlight potential areas for targeted intervention to improve mind wandering regulation in children.
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Affiliation(s)
- Fiza Hasan
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada.
| | - Chelsie M Hart
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada
| | - Susan A Graham
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada; Owerko Centre and Department of Psychology, Alberta Children's Hospital Research Institute, Calgary, Alberta T2N 1N4, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta T2N 4N1, Canada
| | - Julia W Y Kam
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta T2N 4N1, Canada
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Prodan N, Ding XP, Szekely-Copîndean RD, Tănăsescu A, Visu-Petra L. Socio-cognitive correlates of primary school children's deceptive behavior toward peers in competitive settings. Acta Psychol (Amst) 2023; 240:104019. [PMID: 37734243 DOI: 10.1016/j.actpsy.2023.104019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 08/26/2023] [Accepted: 08/30/2023] [Indexed: 09/23/2023] Open
Abstract
Competing for limited resources with peers is common among children from an early age, illustrating their propensity to use deceptive strategies to win. We focused on how primary school-age (6-8 years old) children's strategic deception toward peers is associated with their socio-cognitive development (theory of mind and executive functions). In a novel computerized competitive hide-and-seek game, we manipulated the peer opponents' familiarity (familiar vs. unfamiliar) and actions (following vs. not following children's indications), as well as the stimuli likability (liked vs. disliked cards). Our findings demonstrated that children deceived the familiar opponent less than the unfamiliar one, indicating their determination to preserve positive peer interactions. We showed that theory of mind and executive functions significantly predicted children's willingness to deceive. Notably, second-order false belief understanding and visuospatial working memory positively predicted children's use of truths to deceive, whereas inhibitory control and cognitive flexibility efficacy scores were negatively related to their deceptive performance when using the same strategy. Implications for children's competitive behavior toward peers involving lie-telling are discussed.
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Affiliation(s)
- Narcisa Prodan
- Department of Psychology, Babes-Bolyai University, 400015 Cluj-Napoca, Cluj, Romania.
| | - Xiao Pan Ding
- Department of Psychology, National University of Singapore, 117570 Singapore, Singapore.
| | - Raluca Diana Szekely-Copîndean
- Department of Psychology, Babes-Bolyai University, 400015 Cluj-Napoca, Cluj, Romania; Department of Social and Human Research, Romanian Academy, 400015 Cluj-Napoca, Cluj, Romania.
| | | | - Laura Visu-Petra
- Department of Psychology, Babes-Bolyai University, 400015 Cluj-Napoca, Cluj, Romania; Department of Social and Human Research, Romanian Academy, 400015 Cluj-Napoca, Cluj, Romania.
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Wang F. School Burnout and Mind Wandering among Adolescents: The Mediating Roles of Internet Addiction and the Moderating Role of Resilience. J Genet Psychol 2023; 184:356-371. [PMID: 37178154 DOI: 10.1080/00221325.2023.2209127] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 04/27/2023] [Indexed: 05/15/2023]
Abstract
School burnout is a worldwide issue that affects adolescents at every academic level. Despite the significant impact of this issue on adolescents' mental health and academic performance, few studies have examined its influence on mind wandering and its underlying mechanisms. This research endeavors to address this knowledge gap by examining the mediating role of Internet addiction in the relationship between school burnout and mind wandering and the moderating role of resilience among 2329 Chinese adolescents (Mage = 14.9 years, SD = 1.73) through an online questionnaire assessment. Participants completed measures of school burnout, Internet addiction, resilience, and mind wandering, which were analyzed using structural equation modeling (SEM) with SPSS 23.0 and Mplus 8.0. Results demonstrated that school burnout was positively linked with mind wandering, while Internet addiction mediated this relationship. Additionally, resilience moderated the association between Internet addiction and mind wandering. These findings significantly improve our comprehension of the consequences of mind wandering and offer valuable insights into possible intervention approaches for adolescents experiencing this phenomenon.
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Affiliation(s)
- Fang Wang
- Department of Education Sciences, Wulingshan K-12 Educational Research Center, Huaihua University, Huaihua, China
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Lin Y, Su Y. The concurrent and longitudinal impact of sleep on mind wandering in early adolescents. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:431-446. [PMID: 36414409 DOI: 10.1111/jora.12815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 10/28/2022] [Accepted: 10/31/2022] [Indexed: 05/25/2023]
Abstract
Mind wandering refers to task-unrelated thoughts that can interfere with ongoing tasks and could be sleep-driven across childhood. The present study investigated the mechanisms of the association between early adolescents' sleep and mind wandering with emotional symptoms and executive function as potential mediators. A total of 257 early adolescents (baseline aged 9-13 years old; 131 boys) completed the questionnaires consisting of the Pittsburgh Sleep Quality Index, mind wandering, depression and anxiety symptoms, and executive function. Cross-sectional and longitudinal data revealed a sequential mediation pathway of emotional symptoms and executive function in the association between sleep and mind wandering. The mediating effect of emotional symptoms in the link between sleep quality and mind wandering was significant among boys but not girls.
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Affiliation(s)
- Yue Lin
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China
- Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Yanjie Su
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China
- Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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Chu MT, Marks E, Smith CL, Chadwick P. Self-caught methodologies for measuring mind wandering with meta-awareness: A systematic review. Conscious Cogn 2023; 108:103463. [PMID: 36640586 DOI: 10.1016/j.concog.2022.103463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 12/24/2022] [Accepted: 12/25/2022] [Indexed: 01/14/2023]
Abstract
Mind wandering, also known as task-unrelated thought, refers to the drift of attention from a focal task or train of thought. Because self-caught measures of mind wandering require participants to spontaneously indicate when they notice their attention drift, self-caught methodologies provide a way to measure mind wandering with meta-awareness. Given the proposed role of meta-awareness in mental health and psychological interventions, an overview of existing self-caught methodologies would help clinicians and researchers make informed decisions when choosing or adapting a mind wandering or meta-awareness measure. This systematic review included 39 studies after 790 studies were assessed for eligibility. All studies operationalised mind wandering as instances of attention drift from a primary task. Three types of primary task were identified: (1) tasks adapted from computerised continuous performance tests (CPT) of sustained attention, (2) tasks involving focusing on the breath or a stream of aural beats, akin to in-vivo mindfulness meditation, (3) tasks involving an everyday life activity such as reading. Although data on mind wandering without meta-awareness (e.g., measured with probe-caught measures) was also obtained in many studies, such data was not always used in conjunction with self-caught mind wandering data to determine level of mind wandering meta-awareness. Few studies reported both reliability and validity of the measures used. This review shows that considerable methodological heterogeneity exists in the literature. Methodological variants of self-caught mind wandering methodologies are documented and examined, and suggestions for future research and clinical work are suggested.
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Affiliation(s)
- Maria T Chu
- Department of Psychology, University of Bath, Bath BA2 7AY, UK
| | - Elizabeth Marks
- Department of Psychology, University of Bath, Bath BA2 7AY, UK
| | | | - Paul Chadwick
- Department of Psychology, University of Bath, Bath BA2 7AY, UK.
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Cao Z, Huang Y, Song X, Ye Q. Development and validation of children's mind wandering scales. Front Public Health 2022; 10:1054023. [PMID: 36568773 PMCID: PMC9768864 DOI: 10.3389/fpubh.2022.1054023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 11/18/2022] [Indexed: 12/12/2022] Open
Abstract
Introduction Mind wandering is generally considered an endogenous mental state that arises spontaneously, which is one of the most common experiences of consciousness and typically occurs at a significant cost to mental health and behavioral performance. Previous studies have shown that mind wandering appears to be a stable trait and can be assessed reliably in adults. Surprisingly little, however, is known about how to measure the frequency of mind wandering in children, given that children can accurately introspect their experiences. The present studies aimed to develop the Frequency of Children's Mind Wandering Scale (CMWS-F) and the Context of Children's Mind Wandering Scale (CMWS-C) to assess the frequency of mind wandering and contexts in which mind wandering occurs for children aged 8 to 11 years. Methods The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to develop the CMWS-F and CMWS-C. To further assess the validity of the scales, we compared the scores in CMWS-F/CMWS-C and the frequencies of probe-caught mind wandering in the typical tasks. Results In study 1a, the EFA (n = 292) and CFA (n = 346) showed that attentional failure and spontaneous thinking were the two main dimensions of CMWS-F. In study 1b, contexts about mind wandering in children could be divided into high-demand and low-demand contexts using EFA (n = 258) and CFA (n = 347). Study 2 showed moderate positive correlations between the frequencies of probe-caught mind wandering in the tasks and the scores in the scales. Discussion The results showed that scores on the two scales could predict the performance on the experimental tasks and further demonstrated empirical validity of the CMWS-F and CMWS-C scales. Taken together, the results of the current studies provided preliminary evidence for the validity and reliability of CMWS-F and CMWS-C in children, which can be used as a reference to balance its downsides and productive aspects of mind wandering.
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Affiliation(s)
- Zhiwei Cao
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,School of Pharmacy & School of Biological and Food Engineering, Changzhou University, Changzhou, China
| | - Ying Huang
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
| | - Xiaolan Song
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
| | - Qun Ye
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China,*Correspondence: Qun Ye
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The link between mind wandering and learning in children. J Exp Child Psychol 2022; 217:105367. [DOI: 10.1016/j.jecp.2021.105367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 12/15/2021] [Accepted: 12/23/2021] [Indexed: 11/24/2022]
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Mind wandering and executive dysfunction predict children's performance in the metronome response task. J Exp Child Psychol 2021; 213:105257. [PMID: 34425400 DOI: 10.1016/j.jecp.2021.105257] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 07/08/2021] [Accepted: 07/08/2021] [Indexed: 11/21/2022]
Abstract
Mind wandering is a ubiquitous experience during adulthood and has received significant scholarly attention in recent years. Relatively few studies, however, have examined the phenomenon in children. Building on recent work, the current study examined the frequency and validity of children's reports of mind wandering while completing a minimalistic task previously unused in past child research-the Metronome Response Task (MRT) [Journal of Experimental Psychology: Human Perception and Performance (2013), Vol. 39, pp. 1-5]. Furthermore, the current study examined how parent reports of executive dysfunction in daily life relate to children's reports of mind wandering and behavioral performance in the MRT. A total of 81 children aged 7-9 years completed the MRT, the demands of which simply involved pressing a key on a computer keyboard in concert with the unwavering tones of a metronome. Sporadic experience-sampling probes gauged whether children were on-task or mind wandering. Parents also reported on their children's day-to-day difficulties with executive functioning across several domains. A series of multilevel models revealed that children reported being on-task more frequently then mind wandering and that children were more variable and less synchronous in their keypresses preceding reports of mind wandering than preceding reports of being on task. In addition, parent-reported difficulties with behavioral regulation predicted higher rates of mind wandering, whereas both behavioral dysregulation and metacognitive difficulties predicted lower MRT performance. These findings suggest that children are able to reliably report on their experiences of mind wandering in boredom-inducing contexts and advance our understanding of the factors underlying children's experience of mind wandering under real-world conditions.
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Changes in electrophysiological static and dynamic human brain functional architecture from childhood to late adulthood. Sci Rep 2020; 10:18986. [PMID: 33149179 PMCID: PMC7642359 DOI: 10.1038/s41598-020-75858-0] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Accepted: 10/20/2020] [Indexed: 12/15/2022] Open
Abstract
This magnetoencephalography study aimed at characterizing age-related changes in resting-state functional brain organization from mid-childhood to late adulthood. We investigated neuromagnetic brain activity at rest in 105 participants divided into three age groups: children (6-9 years), young adults (18-34 years) and healthy elders (53-78 years). The effects of age on static resting-state functional brain integration were assessed using band-limited power envelope correlation, whereas those on transient functional brain dynamics were disclosed using hidden Markov modeling of power envelope activity. Brain development from childhood to adulthood came with (1) a strengthening of functional integration within and between resting-state networks and (2) an increased temporal stability of transient (100-300 ms lifetime) and recurrent states of network activation or deactivation mainly encompassing lateral or medial associative neocortical areas. Healthy aging was characterized by decreased static resting-state functional integration and dynamic stability within the primary visual network. These results based on electrophysiological measurements free of neurovascular biases suggest that functional brain integration mainly evolves during brain development, with limited changes in healthy aging. These novel electrophysiological insights into human brain functional architecture across the lifespan pave the way for future clinical studies investigating how brain disorders affect brain development or healthy aging.
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Wilson M, Henderson H. Shyness and perceived monitoring by peers affect children's performance in a divided attention task. J Exp Child Psychol 2020; 198:104882. [PMID: 32585302 DOI: 10.1016/j.jecp.2020.104882] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 04/22/2020] [Accepted: 04/27/2020] [Indexed: 11/18/2022]
Abstract
To engage effectively in a dynamic social world, children must be prepared to process incoming information quickly and efficiently. For some, the perception that one may be evaluated by peers may directly affect how they attend to and engage with the world around them. The current study examined how children's performance on a hierarchical figures task varies under perceived social and nonsocial conditions as a function of temperamental shyness. A total of 78 8-year-olds completed a self-report measure of shyness and two blocks of a divided attention task in which they identified targets appearing at the global or local level of a hierarchical figure. Children completed one block under standard laboratory conditions (Baseline condition) and completed the other block under the impression that their performance was being recorded and would be shown to other children of the same age (Social Monitoring condition). Results showed that children were faster and more accurate when targets appeared at the global level and when targets remained at the same level across trials. Furthermore, as shyness increased, children responded slower in the Social Monitoring condition relative to the Baseline condition. Notably, these changes in response time were not reflected by commensurate increases in accuracy. Potential processes and motivations underlying these differences in performance, as well as implications for children in real-world situations, are discussed.
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Affiliation(s)
- McLennon Wilson
- Department of Psychology, University of Waterloo, Waterloo, Ontario N2L 3G1, Canada.
| | - Heather Henderson
- Department of Psychology, University of Waterloo, Waterloo, Ontario N2L 3G1, Canada
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Abstract
First, executive functions are defined. Then the development of executive functions in children, from infancy to 10-11 years of age, is briefly described. The relation between the speed of processing and the development of executive functions is addressed. Finally, tools and pointers for evaluating executive functioning in younger and older children are discussed. A cautionary note is sounded, in that almost no executive function measure requires only one executive function. A child might fail a working memory task because of problems with inhibitory control (not working memory), fail an inhibitory control task because of working memory problems, or fail a cognitive flexibility, planning, or reasoning task because of problems with inhibitory control or working memory.
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Affiliation(s)
- Adele Diamond
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.
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Frick MA, Asherson P, Brocki KC. Mind‐wandering in children with and without ADHD. BRITISH JOURNAL OF CLINICAL PSYCHOLOGY 2019; 59:208-223. [DOI: 10.1111/bjc.12241] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Revised: 11/14/2019] [Indexed: 01/29/2023]
Affiliation(s)
| | - Philip Asherson
- Social Genetic & Developmental Psychiatry King’s College London UK
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