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01-02-2025 | Research

Does cognitive inhibition contribute to working memory and reasoning during childhood?

Auteurs: Yesica Sabina Aydmune, María Fernanda López-Ramón, Eliana Vanesa Zamora, Lorena Canet Juric, Isabel María Introzzi

Gepubliceerd in: Psychological Research | Uitgave 1/2025

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Abstract

Theoretical frameworks suggest that cognitive inhibition suppresses irrelevant information in working memory, preventing overload and promoting the processing of task-relevant information. Consequently, it may also contribute to more complex skills, such as abstract reasoning, by facilitating the retention and processing of patterns and relationships. However, empirical evidence does not consistently show these relationships in early elementary school years. This study aims to examine the validity of the following theoretical proposition: cognitive inhibition is a fundamental process that influences working memory, and both contribute to abstract reasoning in children aged 6–8 years. The final sample included 293 schoolchildren from 1st, 2nd, and 3rd grades, who completed tasks measuring cognitive inhibition, working memory, and reasoning. Age was also considered in the analyses. The main results indicate that age is associated with improvements in working memory and reasoning (explaining 19% of the variance), but not with cognitive inhibition performance. Additionally, cognitive inhibition directly contributes to working memory (explaining 19% of the variance), and working memory, but not cognitive inhibition, contributes to abstract reasoning (the model explains 23% of the variance). No indirect effects were found. We discuss the importance of incorporating specific relationships between cognitive skills at different developmental stages into theoretical and practical proposals.
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Metagegevens
Titel
Does cognitive inhibition contribute to working memory and reasoning during childhood?
Auteurs
Yesica Sabina Aydmune
María Fernanda López-Ramón
Eliana Vanesa Zamora
Lorena Canet Juric
Isabel María Introzzi
Publicatiedatum
01-02-2025
Uitgeverij
Springer Berlin Heidelberg
Gepubliceerd in
Psychological Research / Uitgave 1/2025
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-024-02066-0