Modelo Estudiantes del siglo XXI 3º-7º

Modelos
Estudiantes del siglo XXI 3º-7º
Factores
Inhibición

Inhibición

Ideas Principales

La inhibición se desarrolla durante la niñez y la adolescencia con el desarrollo madurativo del cerebro, junto con el desarrollo de la metacognición y otras funciones ejecutivas. La inhibición puede ocurrir a nivel conductual, donde las respuestas se controlan, o a nivel cognitivo, donde la Atención se centra en la información relevante. Sin embargo, puede ser difícil separar estos niveles ya que la inhibición cognitiva promueve la inhibición conductual. Además, a menudo se sugiere que el control inhibitorio debe desglosarse aún más cuando se piensa en cómo y qué se está inhibiendo, y que estos pueden desarrollarse de manera diferente. 

Por ejemplo: 

Fuerza inhibitoria, la capacidad de superar una fuerte tendencia instintiva, a menudo asociada con la inhibición cognitiva (por ejemplo, el razonamiento), y 

Resistencia inhibitoria, la capacidad de inhibir activamente una acción deseable durante un largo período de tiempo, a menudo asociada con la inhibición conductual (por ejemplo, el autocontrol). 

Mientras que la fuerza inhibitoria generalmente se desarrolla completamente alrededor de los cinco años, la investigación sugiere que la resistencia inhibitoria de los estudiantes se desarrolla junto con la maduración del cerebro y cambios en el uso de estrategias a lo largo del tiempo. Este desarrollo prolongado puede explicar por qué los niños más pequeños pueden tener dificultades para inhibir una respuesta no deseada durante un período prolongado de tiempo. Esta dificultad puede resultar en frustración o sentirse abrumado cuando se trabajan metas a largo plazo. Los educadores pueden apoyar la resistencia inhibitoria a través de juegos que practiquen estas habilidades y discutiendo y modelando estas habilidades. 

La inhibición, al igual que todas las funciones ejecutivas, es susceptible a influencias ambientales, incluyendo el tiempo excesivo frente a pantallas o estresores como Experiencias Adversas, que pueden interferir con el desarrollo y procesamiento, y pueden causar dificultades académicas y conductuales si no se les brinda apoyo. Algunos estudiantes, incluidos aquellos con TDAH o discapacidades de aprendizaje como dislexia y discalculia, pueden mostrar diferencias en el uso del control inhibitorio para apoyar su enfoque y aprendizaje debido a diferencias en la estructura cerebral y patrones de desarrollo. 

En esta sección encontrarás microcredenciales ofrecidas por nuestro aliado Digital Promise. Ten en cuenta que están disponibles en inglés y fuera de nuestro sitio web.

Executive Function: una microcredencial para apoyar las habilidades de función ejecutiva de los estudiantes.
Inhibition: una microcredencial para identificar y apoyar la inhibición de los estudiantes.

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Berry, D. (2012). Inhibitory control and teacher–child conflict: Reciprocal associations across the elementary-school years. Journal of Applied Developmental Psychology, 33(1), 66-76.

Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641-1660.

Bialystok, E., & Senman, L. (2004). Executive processes in appearance–reality tasks: The role of inhibition of attention and symbolic representation. Child Development, 75(2), 562-579.

Bidzan-Bluma, I., & Lipowska, M. (2018). Physical activity and cognitive functioning of children: a systematic review. International Journal of Environmental Research and Public Health, 15(4), 800.

Brookman-Byrne, A., Mareschal, D., Tolmie, A. K., & Dumontheil, I. (2018). Inhibitory control and counterintuitive science and maths reasoning in adolescence. PLoS One, 13(6), e0198973.

Burton, S., Knibb, G., & Jones, A. (2021). A meta-analytic investigation of the role of reward on inhibitory control. Quarterly Journal of Experimental Psychology, 74(10), 1818-1828.

Cassotti, M., Agogué, M., Camarda, A., Houdé, O., & Borst, G. (2016). Inhibitory control as a core process of creative problem solving and idea generation from childhood to adulthood. New directions for child and adolescent development, 2016(151), 61-72.

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Chen, Y. Y., Yim, H., & Lee, T. H. (2023). Negative impact of daily screen use on inhibitory control network in preadolescence: A two-year follow-up study. Developmental Cognitive Neuroscience, 60, 101218.

Ciairano, S., Visu-Petra, L., & Settanni, M. (2007). Executive inhibitory control and cooperative behavior during early school years: A follow-up study. Journal of Abnormal Child Psychology, 35, 335-345.

Cumming, M. M., Bettini, E., Pham, A. V., & Park, J. (2020). School-, classroom-, and dyadic-level experiences: A literature review of their relationship with students’ executive functioning development. Review of Educational Research, 90(1), 47-94.

Denio, E. B., Keane, S. P., Dollar, J. M., Calkins, S. D., & Shanahan, L. (2020). Children’s peer victimization and internalizing symptoms: the role of inhibitory control and perceived positive peer relationships. Merrill-Palmer Quarterly, 66(1), 91-112.

DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.

de Ribaupierre, A. (2002). Working memory and attentional processes across the lifespan. Lifespan Development of Human Memory, 59–80.

Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.

Doyle, C., Smeaton, A. F., Roche, R. A., & Boran, L. (2018). Inhibition and updating, but not switching, predict developmental dyslexia and individual variation in reading ability. Frontiers in Psychology, 9, 795.

Duan, X., Wei, S., Wang, G., & Shi, J. (2010). The relationship between executive functions and intelligence on 11- to 12-year- old children. Psychological Test and Assessment Modeling, 52(4), 419–431.

Fallone, G., Acebo, C., Arnedt, J. T., Seifer, R., & Carskadon, M. A. (2001). Effects of acute sleep restriction on behavior, sustained attention, and response inhibition in children. Perceptual and Motor Skills, 93(1), 213-229.

Figueras, B., Edwards, L., & Langdon, D. (2008). Executive function and language in deaf children. Journal of Deaf Studies and Deaf Education, 13(3), 362-377.

Filippi, R., Morris, J., Richardson, F. M., Bright, P., Thomas, M. S., Karmiloff-Smith, A., & Marian, V. (2015). Bilingual children show an advantage in controlling verbal interference during spoken language comprehension. Bilingualism: Language and Cognition, 18(3), 490-501.

Filippi, R., Morris, J., Richardson, F. M., Bright, P., Thomas, M. S., Karmiloff-Smith, A., & Marian, V. (2015). Bilingual children show an advantage in controlling verbal interference during spoken language comprehension. Bilingualism: Language and Cognition, 18(3), 490-501.

Fosco, W. D., Kofler, M. J., Alderson, R. M., Tarle, S. J., Raiker, J. S., & Sarver, D. E. (2019). Inhibitory control and information processing in ADHD: Comparing the dual task and performance adjustment hypotheses. Journal of abnormal child psychology, 47, 961-974.

Foy, J. G., & Mann, V. A. (2013). Bilingual children show advantages in nonverbal auditory executive function task. International Journal of Bilingualism, 18(6), 717-729.

Giannotta, F., Burk, W. J., & Ciairano, S. (2011). The role of inhibitory control in children’s cooperative behaviors during a structured puzzle task. Journal of Experimental Child Psychology, 110(3), 287-298.

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive function: BRIEF. Odessa, FL: Psychological Assessment Resources.

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Hoffmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180

Honoré, N., Houssa, M., Volckaert, A., Noël, M. P., & Nader-Grosbois, N. (2020). Training inhibition and social cognition in the classrooms. Frontiers in Psychology, 11, 1974.

Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233-246.

Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677-692.

Long, M. R., Horton, W. S., Rohde, H., & Sorace, A. (2018). Individual differences in switching and inhibition predict perspective-taking across the lifespan. Cognition, 170, 25-30.

Loomis, A. M., Freed, S., & Coffey, R. (2022). Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis. Early Childhood Education Journal, 1-10.

Lund, J. I., Toombs, E., Radford, A., Boles, K., & Mushquash, C. (2020). Adverse childhood experiences and executive function difficulties in children: a systematic review. Child Abuse & Neglect, 106, 104485.

Lustig, C., May, C., & Hasher, L. (2001). Working memory span and the role of proactive interference. Journal of Experimental Psychology: General, 130(2), 199–207.

McAuley, T., & White, D. A. (2011). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108(3), 453-468.

Morton, J. B., & Harper, S. N. (2007). What did Simon say? Revisiting the bilingual advantage. Developmental Science, 10(6), 719-726.

Obersteiner, A., Bernhard, M., & Reiss, K. (2015). Primary school children’s strategies in solving contingency table problems: The role of intuition and inhibition. ZDM, 47(5), 825-836.

Peterson, I. T., Hoyniak, C. P., McQuillan, M. E., Bates, J. E., & Staples, A. D. (2016). Measuring the development of inhibitory control: The challenge of heterotypic continuity. Developmental Review, 40, 25-71.

Raver, C. C., & Balir, C. (2016). Neuroscientific insights: Attention, working memory, and inhibitory control. The Future of Children, 26(2), 95-118.

Ren, K., Lin, Y., & Gunderson, E. A. (2019). The role of inhibitory control in strategy change: The case of linear measurement. Developmental Psychology, 55(7), 1389.

Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children: 2nd edition (BASC-2). Circle Pines, MN: American Guidance Service.

Robinson, K. M., & Dubé, A. K. (2013). Children’s additive concepts: Promoting understanding and the role of inhibition. Learning and Individual Differences, 23(1), 101–107.

Sandler, I. N. (1980). Social support resources, stress, and maladjustment of poor children. American Journal of Community Psychology, 8(1), 41.

Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., & Boyce, W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120-132.

Schmitt, S. A., Finders, J. K., & McClelland, M. M. (2015). Residential mobility, inhibitory control, and academic achievement in preschool. Early Education and Development, 26(2), 189-208.

Schumacher, A. M., Miller, A. L., Watamura, S. E., Kurth, S., Lassonde, J. M., & LeBourgeois, M. K. (2018). Sleep moderates the association between response inhibition and self-regulation in early childhood. Sleep and Developmental Psychopathology, 53-66.

Schweizer, S., Gotlib, I. H., & Blakemore, S. J. (2020). The role of affective control in emotion regulation during adolescence. Emotion, 20(1), 80.

Shaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J. P., Greenstein, D. E. E. A., … & Rapoport, J. L. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, 104(49), 19649-19654.

Simpson, A., & Carroll, D. J. (2019). Understanding early inhibitory development: Distinguishing two ways that children use inhibitory control. Child Development, 90(5), 1459-1473.

Sinopoli, K. J., Schachar, R., & Dennis, M. (2011). Reward improves cancellation and restraint inhibition across childhood and adolescence. Developmental Psychology, 47(5), 1479.

Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674–2688.