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Developmental Cognitive Neuroscience

 

The task we had called 'Dots' and now call 'Hearts and Flowers'-

Try your hand at the Hearts and Flowers Task with Hearts and Flowers
For findings from the Hearts and Flowers Task see citations below and Click Here

Wright, A. & Diamond, A. (2014). An effect of inhibitory load in children while keeping working memory load constant. Frontiers in Psychology, 5, 1-9. (Special issue on Development of Executive Function during Childhood).  doi:10.3389/fpsyg.2014.00213  (abstract)  (pdf)

Diamond, A., Barnett, W.S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control, Science, 318, 1387-1388.  doi:10.1126/science.1151148  (abstract)  (pdf)

Davidson, M.C., Amso, D., Anderson, L.C. , & Diamond, A. (2006). Development of cognitive control and executive functions from 4-13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037 – 2078.  doi:10.1016/j.neuropsychologia.2006.02.006  (abstract)  (pdf)

 

and also:

 

Abreu-Mendoza, R. A., Coulanges, L., Ali, K., Powell, A. B., & Rosenberg-Lee, M. (2020). Children’s discrete proportional reasoning is related to inhibitory control and enhanced by priming continuous representations. Journal of Experimental Child Psychology, 199, 104931-104931.  doi:10.1016/j.jecp.2020.104931  (abstract)  (pdf)

Camerota, M., Willoughby, M. T. & Blair, C. B. (2019). Speed and accuracy on the Hearts and Flowers task interact to predict child outcomes. Psychological Assessment, 31, 995-1005.  doi:10.1037/pas0000725  (abstract)  (pdf)

Schonert-Reichl, K. A., Oberle, E., Diamond, A., Lawlor, M. S., Abbott, D., Thompson, K., & Oberlander, T.F. (2015). Enhancing cognitive and social – emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51, 52-66. (Special Section on Mindfulness and Compassion in Human Development)  doi:10.1037/a0038454  (abstract)  (pdf)

Blair, C., & Raver, C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS One, 9, e112393.  doi:10.1371/journal.pone.0112393  (abstract)  (pdf)

Zaitchik, D., Iqbal, Y., & Carey, S. (2014). The effect of executive function on biological reasoning in young children: An individual differences study. Child Development, 85, 160-175.  doi:10.1111/cdev.12145  (abstract)  (pdf)

Edgin, J. O., Mason, G. M., Allman, M. J., Capone, G. T., DeLeon, I., Maslen, C., ...Nadel, L. (2010). Development and validation of the Arizona Cognitive Test Battery for Down syndrome. Journal of Neurodevelopmental Disorders, 2, 149-164.  doi:10.1007/s11689-010-9054-3  (abstract)  (pdf)

Stroth, S., Reinhardt, R. K., Thöne, J., Hille, K., Schneider, M., Härtel, S., ...Spitzer, M. (2010). Impact of aerobic exercise training on cognitive functions and affect associated to the COMT polymorphism in young adults. Neurobiology of Learning and Memory, 94, 364-372.  doi:10.1016/j.nlm.2010.08.003  (abstract)  (pdf)

Flanker Task -

Try your hand at the Flanker Task with Flanker
For findings from the Flanker Task see citations below and Click Here

Munro, S., Chau, C., Gazarian, K. & Diamond, A. (2006). Dramatically larger Flanker effects (6-fold elevation). Presentation, Cognitive Neuroscience Society Annual Meeting, San Francisco, CA.  doi:10.13140/RG.2.1.4289.8402  (abstract)  (pdf)

Diamond, A., Barnett, W.S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control, Science, 318, 1387-1388.  doi:10.1126/science.1151148  (abstract)  (pdf)

Zaitchik, D., Iqbal, Y., & Carey, S. (2014). The effect of executive function on biological reasoning in young children: An individual differences study. Child Development, 85, 160-175.  doi:10.1111/cdev.12145  (abstract)  (pdf)

Schonert-Reichl, K. A., Oberle, E., Diamond, A., Lawlor, M. S., Abbott, D., Thompson, K., & Oberlander, T.F. (2015). Enhancing cognitive and social – emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51, 52-66. (Special Section on Mindfulness and Compassion in Human Development)  doi:10.1037/a0038454  (abstract)  (pdf)