Literaturnachweis - Detailanzeige
| Autor/inn/en | Moore, Robert Davis; Wu, Chien-Ting; Pontifex, Matthew B.; O'Leary, Kevin C.; Scudder, Mark R.; Raine, Lauren B.; Johnson, Christopher R.; Hillman, Charles H. |
|---|---|
| Titel | Aerobic Fitness and Intra-Individual Variability of Neurocognition in Preadolescent Children |
| Quelle | In: Brain and Cognition, 82 (2013) 1, S.43-57 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-2626 |
| DOI | 10.1016/j.bandc.2013.02.006 |
| Schlagwörter | Preadolescents; Physical Fitness; Integrity; Cognitive Ability; Task Analysis; Stimuli; Responses; Correlation; Individual Differences; Child Development |
| Abstract | This study examined behavioral and neuroelectric intra-individual variability (IIV) in preadolescent children during a task requiring variable amounts of cognitive control. The current study further examined whether IIV was moderated by aerobic fitness level. Participants performed a modified flanker task, comprised of congruent and incongruent arrays, within compatible and incompatible stimulus-response conditions. Results revealed that congruent, relative to incongruent, conditions were associated with less IIV of RT. Further, less IIV of RT, P3 amplitude, and P3 latency was observed for the compatible relative to the incompatible condition. Higher fitness was associated with shorter and less variable RT only for the incompatible condition, with no fitness-related differences observed for P3 variability. The findings suggest that conditions requiring greater cognitive control are associated with increased IIV, and that higher fitness may be associated with greater integrity of cognitive control systems during development. (Contains 5 tables and 5 figures.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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