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How to Improve Cognitive Control in Development During Childhood: Potentials and Limits of Cognitive Interventions
Author(s) -
Kray Jutta,
Ferdinand Nicola K.
Publication year - 2013
Publication title -
child development perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3
H-Index - 71
eISSN - 1750-8606
pISSN - 1750-8592
DOI - 10.1111/cdep.12027
Subject(s) - cognition , psychological intervention , psychology , control (management) , cognitive psychology , developmental psychology , cognitive development , working memory , prefrontal cortex , neuroscience , computer science , psychiatry , artificial intelligence
Cognitive control refers to the ability to control one's own processing along external and internal goals. Working memory, inhibition, and switching processes are key components of cognitive control that increase throughout childhood and are closely related to the maturation of the prefrontal lobes. Given the role of cognitive control in school success, searching for effective cognitive interventions is important. Such interventions may help induce positive change, especially earlier in children's development, as the prefrontal lobes are not fully developed and are sensitive to environmental demands. In this article, we highlight two ways to enhance cognitive control through different interventions: One uses language as a mediator for behavioral regulation, whereas the other involves the practice and training of cognitive control processes. We discuss ways these approaches might be used, limits to their use, and theoretical and practical implications.