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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
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Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Related Experiment Video

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A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
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Developmental transformations in the structure of executive functions.

Johanna Hartung1, Laura E Engelhardt2, Megan L Thibodeaux2

  • 1Institute of Psychology and Education, Department of Psychology, Ulm University, 89081 Ulm, Germany.

Journal of Experimental Child Psychology
|October 25, 2019
PubMed
Summary

Executive functions (EFs) in children become more distinct with age. Inhibition skills separate from working memory and updating around age 10, showing a developing multidimensional structure.

Keywords:
Age differentiationDevelopmentExecutive functionInhibitionLocal structural equation modelsModerated factor analysis

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Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience
  • Child Development

Background:

  • Executive functions (EFs) are crucial cognitive processes.
  • The structure of EFs is thought to evolve from a unitary factor in early childhood to a multidimensional structure in adolescence.

Purpose of the Study:

  • To investigate age-related changes in the associations among different executive function domains.
  • To determine if the structure of EFs becomes more multidimensional from middle childhood to adolescence.

Main Methods:

  • Cross-sectional study of 1019 children aged 7-15 years.
  • Utilized a comprehensive battery of 15 EF measures assessing working memory, updating, switching, and inhibition.
  • Employed moderated factor analysis, local structural equation modeling, and network modeling.

Main Results:

  • Working memory and updating showed consistent high covariation across the age range.
  • Inhibition became increasingly differentiated from other EF domains around age 10.
  • Inhibition tasks demonstrated weak intercorrelations, and switching abilities showed mixed age-related differences.

Conclusions:

  • The structure of executive functions becomes more multidimensional with age, particularly with the differentiation of inhibition.
  • These findings contribute to understanding cognitive development and the organization of executive functions during childhood and adolescence.