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

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Title: Does cognitive inhibition contribute to working memory and reasoning during childhood?
Authors: Aydmune, Yesica Sabina (AUTHOR), López-Ramón, María Fernanda (AUTHOR), Zamora, Eliana Vanesa (AUTHOR), Juric, Lorena Canet (AUTHOR), Introzzi, Isabel María (AUTHOR)
Source: Psychological Research. Feb2025, Vol. 89 Issue 1, p1-10. 10p.
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. [ABSTRACT FROM AUTHOR]
Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="AR" term="%22Aydmune%2C+Yesica+Sabina%22">Aydmune, Yesica Sabina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22López-Ramón%2C+María+Fernanda%22">López-Ramón, María Fernanda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zamora%2C+Eliana+Vanesa%22">Zamora, Eliana Vanesa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Juric%2C+Lorena+Canet%22">Juric, Lorena Canet</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Introzzi%2C+Isabel+María%22">Introzzi, Isabel María</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychological+Research%22">Psychological Research</searchLink>. Feb2025, Vol. 89 Issue 1, p1-10. 10p.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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