Cognitive and Reactive Control Processes

Autor/inn/en	Jarrett, Matthew A.; Gilpin, Ansley Tullos; Pierucci, Jillian M.; Rondon, Ana T.
Titel	Cognitive and Reactive Control Processes
Quelle	In: International Journal of Behavioral Development, 40 (2016) 1, S.53-57 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025415575625
Schlagwörter	Cognitive Processes; Symptoms (Individual Disorders); Short Term Memory; Attention Deficit Hyperactivity Disorder; Prediction; Teacher Attitudes; Self Control; Preschool Children; Personality; Neuropsychology; Interpersonal Competence; Cognitive Ability; Delay of Gratification; Neurosis; Multiple Regression Analysis; Conceptual Tempo; Research Needs; Longitudinal Studies; Task Analysis; Correlation; Emotional Response + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Psychiatrische Symptomatik; Kurzzeitgedächtnis; Vorhersage; Lehrerverhalten; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Personalität; Neuropsychologie; Interpersonale Kompetenz; Denkfähigkeit; Neurose; Forschungsbedarf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufgabenanalyse; Korrelation; Emotionales Verhalten
Abstract	Attention-deficit/hyperactivity disorder (ADHD) can be identified in the preschool years, but little is known about the correlates of ADHD symptoms in preschool children. Research to date suggests that factors such as temperament, personality, and neuropsychological functioning may be important in understanding the development of early ADHD symptomatology. The current study sought to extend this research by examining how cognitive and reactive control processes predict ADHD symptoms. Data were drawn from a larger study that measured the cognitive, social, and emotional functioning of preschool children. Eighty-seven children (aged 4-6 years) were evaluated using teacher report and laboratory task measures relevant to cognitive control (i.e., conscientiousness, working memory) and reactive control (i.e., neuroticism, delay of gratification) processes. In multiple regression analyses, cognitive control variables added unique variance in the prediction of both inattention and hyperactivity, but only reactive control variables added unique variance in the prediction of hyperactivity. The current findings align with past research suggesting that cognitive control processes (e.g., conscientiousness) are related to both inattention and hyperactivity/impulsivity, while reactive control processes (e.g., neuroticism) are more strongly related to hyperactivity/impulsivity in preschool children. Future longitudinal research utilizing various methods and measures is needed to understand how cognitive and reactive control processes contribute to ADHD symptom development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01