Fathers' Reinforcement and Task Persistence of Young Children

1978 ◽  
Vol 99 (1) ◽  
pp. 83-91 ◽  
Author(s):  
Laura Lynn Robinson ◽  
Sharon Price-Bonham
Author(s):  
Solène Ambrosi ◽  
Patrick Lemaire ◽  
Agnès Blaye

Abstract. Dynamic, trial-by-trial modulations of inhibitory control are well documented in adults but rarely investigated in children. Here, we examined whether 5-to-7 year-old children, an age range when inhibitory control is still partially immature, achieve such modulations. Fifty three children took flanker, Simon, and Stroop tasks. Above and beyond classic congruency effects, the present results showed two crucial findings. First, we found evidence for sequential modulations of congruency effects in these young children in the three conflict tasks. Second, our results showed both task specificities and task commonalities. These findings in young children have important implications as they suggest that, to be modulated, inhibitory control does not require full maturation and that the precise pattern of trial-by-trial modulations may depend on the nature of conflict.


2013 ◽  
Vol 44 (4) ◽  
pp. 463-468 ◽  
Author(s):  
Ken Ceulemans ◽  
Petra A. Karsdorp ◽  
Johan W.S. Vlaeyen
Keyword(s):  

1994 ◽  
Vol 13 (2) ◽  
pp. 108-122 ◽  
Author(s):  
Thomas J. Martinek ◽  
Joseph B. Griffith

The purpose of this study was to describe the effect of age on specific psychological and behavioral measures of learned-helpless and mastery-oriented students. The study consisted of two age groups, younger and older, of learned-helplessness and mastery-oriented students. Within each age group, learned-helpless and mastery-oriented students were compared in terms of attributional profiles and levels of task persistence during instruction. Students were asked to view videotapes of their performances, to describe how they thought they did on each task, and to give reasons for their performance. Responses were classified into four attributional categories: (a) ability, (b) effort, (c) task difficulty, and (d) environment or luck. Persistence was also determined by looking at the number of times students would attempt a task. Attributional profiles and task persistence associated with the leamed-helpless condition was more prevalent with the older group than with the younger group.


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