open access
메뉴
open access
메뉴
ISSN : 1229-0718
Developmental changes in cognitive control were examined among 131 children and college students and the relationship between cognitive control and self-regulation was also examined among 96 children. The Eriksen Flanker Task was administered in order to measure cognitive control. Effortful control, emotional regulation, and smart-phone addiction proneness were also measured. The Flanker Interference Effect and Conflict Adaptation Effect were observed in four age groups. The magnitudes of the effects were not different among the age groups. These results suggest that children and college students experience interference from flanker stimuli to the same extent and that they exert top-down control on interference to the same extent. The Flanker Interference Effect and Conflict Adaptation Effect in reaction times were not related to effortful control, emotion regulation and smart-phone addiction proneness. However, the Conflict Adaptation Effect in error rate was positively related to smart-phone addiction proneness.
김정민 (2013). 실행기능과 기질이 유아의 상황에 따른 정서조절에 미치는 영향. 서울대학교 박사학위논문.
남민지, 최영은 (2016). 문장처리능력발달에서 실행기능의 역할 재검증: 억제인가 인지적 유연성인가? 한국심리학회지: 발달, 28(3), 171-187.
맹세호, 정윤경, 권미경 (2014). 한국 아동의 실행기능발달과 수학능력의 관련성: 측정과 그래프 이해를 중심으로. 한국심리학회지: 발달, 27(1), 95-115.
문용린(1996). 한국학생들의 정서지능 측정연구: 새로운 지능의 개념, 감성지능. 서울:서울대학교 교육연구소.
박영신 (2017). 대학생의 성별에 따른 성격특성, 인지적 통제와 위험행동의 관계. 한국청소년연구, 28(4), 113- 135.
박현진, 박영신, 김초복(2015). 갈등적응효과로 살펴본 인지적 통제의 연령차. 한국심리학회지: 발달, 28(3), 171-187.
오선화, 하은혜 (2014). 아동의 실행기능 및 ADHD 증상이 스마트폰 중독에 미치는영향. 한국놀이치료학회지, 17(1), 17-35.
이윤지, 김초복 (2016). 자극 간 간격에 따른 능동적 통제의 변화. 한국심리학회지: 인지 및 생물, 28(1), 45-66.
장희순 (2013). 아동의 신체적 학대경험과 반응적 공격성과의 관계에서 의도적 통제와 사회정보처리의 매개효과. 이화여자대학교박사학위 청구논문.
조영철, 박형규, 장문선, 곽호완 (2016). 스마트폰 중독 경향 집단의 스마트폰관련 자극에 대한 주의편향: 비교맹시과제를 활용하여. 한국심리학회지: 인지 및 생물, 28(1), 25-43.
한국정보화진흥원 (2011). 청소년 스마트폰 중독자가진단척도. 서울: 인터넷중독대응센터.
허효주, 박형규, 장문선, 곽호완 (2017). 스마트폰 중독 경향집단의 스마트폰 관련 자극에 대한 주의편향: 정서스트룹 및 탐침탐사과제를 중심으로. 한국심리학회지: 건강, 22(1), 137-153.
Ambrosi, S., Lemaire, P., & Blaye, A. (2016). Do young children modulate their cognitive control? Sequential cngruency effects across three conflict tasks in 5-to-6-year-olds. Experimental Psychology, 63, 117-126.
Bossert M., Kaurin A., Preckel F., & Frings C. (2014). Response-compatibility effects in children. European Journal of Developmental Psychology, 11, 90-101.
Botvinick, M. W., Carter, C. S., Braver, T. S., Barch, D. M., & Cohen, J. D. (2001). Conflict monitoring and cognitive control. Psychological Review, 108, 624-652.
Capaldi, D. M., & Rothbart, M. K.(1992). Development and validation of an adolescent temperament measure. Journal of Early Adolescence. 12, 153-173.
Checa, P., Castellanos, M. C., Abundis-Gutiérrez, A., & Rueda, M. R. (2014). Development of neural mechanisms of conflict and error processing during childhood: implications for self- regulation. Frontiers in Psychology, 5.
Ciairano, S., Bonino, S., & Miceli, R. (2006). Cognitive flexibility and social competence from childhood and early adolescence. Cognition, Brain, & Behavior, 10, 343-366.
Clair-Thompson, H. L., & Gathercole, S. F. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59, 745-759.
Cragg, L. (2016). The development of stimulus and response interference control in midchildhood. Developmental Psychology, 52, 242-252.
Egner, T. (2011). Right ventrolateral prefrontal cortex mediates individual differences in conflict-driven cognitive control. Journal of Cognitive Neuroscience, 23, 3903-3913.
Ellis, L. K., & Rothbart, M. K. (2001). Revision of the early adolescent temperament questionnaire. Poster presented at the biennial meeting of the Society for Research in Child Development. Minneapolis, Minnesota.
Eriksen, B. A., & Eriksen, C. W. (1974). Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception &Psychophysics, 16, 143-149.
Fuhs, M. W., Nesbitt, K. T., Farran, D. C., &Dong, N. (2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50, 1698-1709.
Gluckman, N. S., Hawes, D. J., & Russell, A. M. T. (2016). Are callous-unemotional traits associated with conflict adaptation in childhood. Child Psychiatry and Human Development, 47, 583-592.
Gratton, G., Coles, M. G., & Donchin, E. (1992). Optimizing the use of information: Strategic control of activation of response. Journal of Experimental Psychology: General, 121, 480-506.
Huizinga, M., Dolan, C. V., & van der Molen, M. W. (2006). Age-related change in executive function: developmental trends and a latent variable analysis. Neuropsychologia, 44, 2017-2036.
Iani, C., Stella, G., & Rubichi, S. (2014). Response inhibition and adaptations to response conflict in 6- to 8-year-old children: Evidence from the Simon effect. Attention, Perception, &Psychophysics, 76, 1234-1241.
Ikeda, Y., Okuzumi, H., & Kokubun, M. (2014). Age-related trends of inhibitory control in Stroop-like big-small task in 3 to 12-year-old children and young adults. Frontiers in Psychology, 5.
Kerns, J. G., Cohen, J. D., MacDonald, A. W., Cho, R. Y., Stenger, V. A., & Carter, C. S. (2004). Anterior cingulate conflict monitoring and adjustments in control. Science, 303, 1023-1036.
Larson, M. J., Clawson, A., Clayson, P. E., &South, M. (2012). Cognitive control and conflict adaptation similarities in children and adults. Developmental Neuropsychology, 37, 343-357.
Larson, M. J., South, M., Clayson, P. E., &Clawson, A. (2012). Cognitive control and conflict adaptation in youth with high-functioning autism. Journal of Child Psychology and Psychiatry, 53, 440-448.
Latzman, R. D., Elkovitch, N., Young, J., &Clark, L. A. (2010). The contribution of executive functioning to academic achievement among male adolescents. Journal of Clinical and Experimental Neuropsychology, 32, 455-462.
Mayr, U., Awh, E., & Laurey, P. (2003). Conflict adaptation effects in the absence of executive control. Nature Neuroscience, 6, 450-452.
Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24, 167-202.
Nieuwenhuis, S., Stins, J. F., Posthuma, D., Polderman, T. J. C., Boomsma, D. I., & de Geus, E. J. (2006). Accounting for sequential trial effects in the flanker task: Conflict adaptation or associative priming? Memory &Cognition, 34, 1260-1272.
Nigg, J. T., Quamma, J. P., Greenberg, M. T., & Kusché, C. A. (1998). A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children. Journal of Abnormal Psychology, 27, 51-63.
Prencipe, A., Kesek, A., Cohen, J., Lamm, C., Lewis, M. D., & Zelazo, P. D. (2011). Development of hot and cool executive function during the transition to adolescence. Journal of Experimental Child Psychology, 108, 621-637.
Ridderinkhof, K. R., van der Molen, M. W., &Band, G. P. H. (1997). Sources of interference from irrelevant information: A developmental study. Journal of Experimental Child Psychology, 65, 315-341.
Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2003). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9, 267-276.
Riggs, N. R., Jaromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. (2006). Executive function and the promotion of social-emotional competence. Journal of Applied Developmental Psychology, 27, 300-309.
Rothbart, M. K., (2007). Temperament, development, and personality. Current Directions in Psychological Science, 16, 207-212.
Rothbart, M. K., & Bates, J. E. (2006). Temperament in children’s development. In Damon, W., Lerner, R., Eisenberg, N. (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 99-166). New York: Wiley.
Rueda, M. R., Fan, J., McCandliss, B. D., &Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42, 1029-1040.
Saarni, C. (1984). An observation study of children’s attempts to monitor their expressive behavior. Child Development, 55, 1504-1513.
Simonds, J., Kieras, J. E., Rueda, M. R., &Rothbart, M. K. (2007). Effortful control, executive attention, and emotional regulation in 7-10-year-old children. Cognitive Development, 22, 474-488.
Smith, J. L., Mattick, R. P., & Sufani, C. (2015). Female but not male young heavy drinkers display altered performance monitoring. Psychiatry Research-Neuroimaging, 233, 424-435.
Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 28, 643-662.
Waxer, M., & Morton, J. B. (2011). The development of future-oriented control: An electrophysiological investigation. NeuroImage, 56, 1648-1654.