Combine cognitive tasks and ecological teacher questionnaires when measuring children's inhibition for academic research¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends measuring inhibition with both experimental tasks and teacher ratings, because "both types of measures capture unique and important aspects of inhibition." Teacher ratings were chosen over parent ratings since teachers observe children's behavior in relation to academic tasks in the classroom. Combining settings was intended to capture inhibition skills across experimental and classroom contexts, though in this study the two measure types did not correlate.

Design Implications¶

Context¶

Requirements¶

• Researchers should select teacher rather than parent ratings when the outcome is academic, because teachers observe behavior in relation to academic tasks

Constraints¶

• In this sample the BRIEF inhibition subscale was not associated with the stroop measures, suggesting the two measure types assess different aspects of inhibition

Target Learners¶

• elementary school children

Target Learning Goals¶

• accurate assessment of cognitive inhibition as a cognitive determinant of arithmetic skill

Claims¶

• Teacher-rated inhibition (BRIEF) does not correlate with stroop-based cognitive inhibition measures [+W]

Related Strategies¶

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• Future CB-PA research and practice should use standardized, ecologically valid outcome measures, objective activity parameters, and longitudinal designs
• Assess executive functions in group-based naturalistic school settings rather than individualized lab-like sessions
• Three development directions for observational self-regulation measures: broader behaviors, cross-context observability, and clear operational definitions

Examples¶

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Key Sources¶

• Bellon E, Fias W and De Smedt B (2016) Are Individual Differences in Arithmetic Fact Retrieval in Children Related to Inhibition? Front. Psychol. 7:825. https://doi.org/10.3389/fpsyg.2016.00825