Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/25261
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dc.contributor.authorBrod, Garvinen_UK
dc.contributor.authorBunge, Silviaen_UK
dc.contributor.authorShing, Yee Leeen_UK
dc.date.accessioned2017-08-07T22:25:57Z-
dc.date.available2017-08-07T22:25:57Z-
dc.date.issued2017-07en_UK
dc.identifier.urihttp://hdl.handle.net/1893/25261-
dc.description.abstractThe “5-to-7-year shift” refers to the remarkable improvements observed in children’s cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior—that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental The “5-to-7-year shift” refers to the remarkable improvements observed in children’s cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior—that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental context of formal schooling shapes brain mechanisms underlying improved focus on cognitively demanding tasks.en_UK
dc.language.isoenen_UK
dc.publisherSAGEen_UK
dc.relationBrod G, Bunge S & Shing YL (2017) Does one year of schooling improve children's cognitive control and alter associated brain activation?. Psychological Science, 28 (7), pp. 967-978. https://doi.org/10.1177/0956797617699838en_UK
dc.rightsPublisher policy allows this work to be made available in this repository. To be published in Psychological Science by SAGE. The original publication will be available at: http://journals.sagepub.com/home/PSS#en_UK
dc.subjectexecutive functionsen_UK
dc.subjectdevelopmenten_UK
dc.subjectposterior parietal cortexen_UK
dc.subjectschool enrollmenten_UK
dc.subjectresponse inhibitionen_UK
dc.titleDoes one year of schooling improve children's cognitive control and alter associated brain activation?en_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1177/0956797617699838en_UK
dc.citation.jtitlePsychological Scienceen_UK
dc.citation.issn1467-9280en_UK
dc.citation.issn0956-7976en_UK
dc.citation.volume28en_UK
dc.citation.issue7en_UK
dc.citation.spage967en_UK
dc.citation.epage978en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailyee.shing@stir.ac.uken_UK
dc.citation.date10/05/2017en_UK
dc.contributor.affiliationGerman Institute for International Educational Researchen_UK
dc.contributor.affiliationHelen Wills Neuroscience Instituteen_UK
dc.contributor.affiliationPsychologyen_UK
dc.identifier.isiWOS:000405531000012en_UK
dc.identifier.scopusid2-s2.0-85023780817en_UK
dc.identifier.wtid531625en_UK
dc.contributor.orcid0000-0001-8922-7292en_UK
dc.date.accepted2017-02-24en_UK
dcterms.dateAccepted2017-02-24en_UK
dc.date.filedepositdate2017-04-10en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorBrod, Garvin|en_UK
local.rioxx.authorBunge, Silvia|en_UK
local.rioxx.authorShing, Yee Lee|0000-0001-8922-7292en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2017-05-10en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2017-05-10en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2017-05-10|en_UK
local.rioxx.filenameBrodetal_PsychSci_2016_AM.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0956-7976en_UK
Appears in Collections:Psychology Journal Articles

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