Self‐control plays an important role in healthy development and has been shown to be amenable to intervention. This article presents a theoretical framework for the emerging area of “brain‐training” interventions that includes both laboratory‐based direct training methods and ecologically valid school‐, family‐, and community‐based interventions. Although these approaches have proliferated in recent years, evidence supporting them is just beginning to emerge, and conceptual models underlying many of the techniques they employ tend to be underspecified and imprecise. Identifying the neural systems responsible for improvements in self‐control may be of tremendous benefit not only for overall intervention efficacy but also for basic science issues related to underlying shared biological mechanisms of psychopathology. This article reviews the neurodevelopment of self‐control and explores its implications for theory, intervention, and prevention. It then presents a neurally informed framework for understanding self‐control development and change and discusses how this framework may inform future intervention strategies for individuals suffering with psychopathology or drug abuse/dependence, or for young children with delays in cognitive or emotional functioning.

中文翻译：

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训练自我控制：一个领域通用的转化神经科学方法。

自我控制在健康发展中起着重要作用，并且已被证明可以进行干预。本文为新兴的“大脑训练”干预领域提供了一个理论框架，其中包括基于实验室的直接培训方法和生态有效的基于学校、家庭和社区的干预措施。尽管这些方法近年来激增，但支持它们的证据才刚刚开始出现，而且它们所采用的许多技术背后的概念模型往往不够明确且不精确。确定负责改善自我控制的神经系统可能不仅对整体干预效果而且对与心理病理学的潜在共享生物学机制相关的基础科学问题都有巨大的好处。本文回顾了自我控制的神经发育，并探讨了其对理论、干预和预防的影响。然后，它提出了一个用于理解自我控制发展和变化的神经知情框架，并讨论了该框架如何为患有精神病理学或药物滥用/依赖的个体，或认知或情绪功能延迟的幼儿提供未来干预策略的信息。