Abstract Different studies indicate that emotions can interfere with the efficacy of inhibitory control. However, understanding this impact requires considering that inhibition is not a unitary construct. Cognitive inhibition is the process responsible for attenuating and resisting the interference of thoughts, representations, and memories that are irrelevant to the task at hand. Due to the relevance of emotional stimuli for survival, different studies have indicated that the performance of cognitive inhibition can vary depending on the context, that is, whether in neutral or emotionally salient contexts. During the interval between 8 and 12 years old, the importance of this skill is rooted in the need for controlling reactions and stimuli that could be disruptive for learning. In this study, 395 children aged 8–12 years performed a 1-back visual task with emotional and neutral stimuli in order to assess cognitive inhibition in contexts with high and low emotional salience. The results support the validity of the task for the evaluation of cognitive inhibition. However, no significant differences were found, depending on the context, as expected. It is emphasised that these results constitute an approach to the problem of emotional content interference in children that considers the multidimensional approach of inhibition.

中文翻译：

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评估儿童情绪和中性环境中的认知抑制

摘要 不同的研究表明，情绪会干扰抑制控制的效果。然而，理解这种影响需要考虑到抑制不是一个单一的结构。认知抑制是负责减弱和抵抗与手头任务无关的思想、表征和记忆干扰的过程。由于情绪刺激与生存的相关性，不同的研究表明，认知抑制的表现可能因环境而异，即在中性或情绪显着的环境中。在 8 到 12 岁之间，这项技能的重要性在于需要控制可能破坏学习的反应和刺激。在这项研究中，395 名 8-12 岁的儿童用情绪和中性刺激执行了 1-back 视觉任务，以评估高和低情绪显着性环境中的认知抑制。结果支持评估认知抑制任务的有效性。然而，正如预期的那样，根据上下文，没有发现显着差异。需要强调的是，这些结果构成了考虑抑制的多维方法的儿童情绪内容干扰问题的方法。