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Articles 1 - 3 of 3
Full-Text Articles in Developmental Psychology
Children's Self-Regulation During Reward Delay, Abigail Fontaine
Children's Self-Regulation During Reward Delay, Abigail Fontaine
Masters Theses
Individuals who display high levels of reward sensitivity are motivated by and respond to reward related cues, thus exhibiting more approach-motivated behaviors. A majority of the research on physiological indices of reward sensitivity in relation to self-regulatory abilities has focused on adults or adolescents, with relatively little work examining these associations in children. Thus, the current study sought to examine whether a common neural measure of reward sensitivity, left frontal electroencephalogram (EEG) asymmetry, assessed in early childhood was predictive of children’s later self-regulation abilities in the context of reward delay. Emerging inhibitory control skills were also examined as a potential …
Event-Related Potential Studies Of Error Monitoring To Affective And Non-Affective Stimuli In Adolescents And Emerging Adults, Rebecca K. Reed
Event-Related Potential Studies Of Error Monitoring To Affective And Non-Affective Stimuli In Adolescents And Emerging Adults, Rebecca K. Reed
Dissertations, Theses, and Capstone Projects
It is hypothesized that prefrontal cortex (PFC) and anterior cingulate cortex (ACC) function may be still under development in adolescents. As the generator of the error-related negativity (ERN) and the N2, the ACC is expected to be sensitive to the degree of development with age. In adults, these top-down control areas ideally serve to direct attention to goal-relevant information, which can increase the likelihood of making a correct choice, even in fast-response laboratory based tasks. However, adolescents may show increased susceptibility in these top-down control areas when the stimulus is social and emotional. In the first study, event-related potentials were …
Metacognitive Theories Revisited, David Moshman
Metacognitive Theories Revisited, David Moshman
Department of Educational Psychology: Faculty Publications
“Metacognitive theories,” an article Gregg Schraw and I published in Educational Psychology Review in 1995, has been cited in over a thousand scholarly publications. In this follow-up, dedicated to Gregg and written after his recent death, I provide a brief overview of our 1995 article and then reflect on it in four ways. First, I consider the development of the concept of metacognition prior to 1995, including its emergence and use in previous writings by each co-author. Then, I turn to the collaboration itself, including the interplay of complementary conceptions and the construction of new ideas. Third, I consider the …