Children struggle to stop inappropriate behaviors. What interventions improve inhibitory control, for whom, and why? Prior work suggested that practice proactively monitoring for relevant signals improved children’s inhibitory control more than practice with motoric stopping. However, these processes were not clearly dissociated. This study tested 162 seven- to nine-year-old children (89 female, 72 male, 1 unreported; 82% White) on the stop-signal task, following monitoring or stopping-focused practice. Both methods improved inhibitory control, supported generalization, and interacted ( = .20–.73). Practice approaches differentially impacted variability ( = .01–.09). Only monitoring benefits showed signs of depending upon proactive control ( = .02). These findings highlight unique contributions of attentional and stopping processes to inhibitory control, suggesting possibilities for tailored interventions.

中文翻译：

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理解和支持抑制控制：主动监测和运动停止对儿童实践进步的独特贡献


孩子们努力阻止不当行为。哪些干预措施可以改善抑制控制，为谁改善，为什么？先前的研究表明，主动监测相关信号的练习比运动停止的练习更能改善儿童的抑制控制。然而，这些过程并没有明显分离。这项研究测试了 162 名 7 至 9 岁儿童（89 名女性，72 名男性，1 名未报告；82% 白人）在监测或以停止为重点的练习后执行停止信号任务。两种方法都改善了抑制控制，支持泛化，并且相互作用（ = .20–.73)。实践方法对变异性的影响存在差异（ = .01–.09)。只有监测效益显示出依赖主动控制的迹象（ = .02)。这些发现强调了注意力和停止过程对抑制控制的独特贡献，表明了量身定制干预措施的可能性。