Behavioral Sciences, Volume 15, Issue 5
2025 May - 150 articles
Cover Story: Although school-aged children are capable of using their executive function (EF) skills in increasingly complex situations, they must still learn to do so reflectively and with metacognitive awareness. This experimental study found that younger children (age 7 years) received a larger benefit from instructions to “pause and think" before responding on an EF task than older children (age 9 years), which led to higher task accuracy and better selective withdrawal of incorrect answers. In contrast, articulatory suppression impaired task and metacognitive performance similarly across ages. Finally, children simply asked to metacognitively judge their own responses without any extra instructions exhibited smaller error-related negativity and N2 amplitudes of the event-related potential. View this paper
- Issues are regarded as officially published after their release is announced to the table of contents alert mailing list .
- You may sign up for email alerts to receive table of contents of newly released issues.
- PDF is the official format for papers published in both, html and pdf forms. To view the papers in pdf format, click on the "PDF Full-text" link, and use the free Adobe Reader to open them.
Articles
There are no articles in this issue yet.
Behav. Sci. - ISSN 2076-328X