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Aydmune, Y., Introzzi, I., Zamora, E. V., & Stelzer, F. (2020). Inhibitory Processes and Fluid Intelligence: a Performance at Early Years of Schooling. International Journal of Psychological Research, 13(1), 29–39. https://doi.org/10.21500/20112084.4231
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To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
Inhibition constitutes one of the main executive functions and it is important to more complex skills such as fluid intelligence. Actually, there is an agreement on distinguishing three inhibitory types: perceptual, cognitive and response inhibition. Several studies show the differential engagement of these inhibitory types in different skills. However, there is no registered evidence about the differential relation of inhibitory types with fluid intelligence. This inquiry is especially important during the first school years, since in this stage, inhibitory processes would already be differentiated, and inhibitory processes and fluid intelligence are linked to the performance of children in the school setting. For these reasons, the goal of this work is to study the relation and contribution of perceptual, cognitive, and response inhibition with fluid intelligence, in children in the first years of primary school. For that purpose, a sample of children from six to eight years old (N = 178) was tested with a perceptual inhibition task (perception of similarities and differences task); a cognitive inhibition task (proactive interference task); a response inhibition task (stop signal task); and a fluid intelligence task (progressive matrices task). We observed significant correlations between perceptual and response inhibition and fluid intelligence (controlling for age), but only perceptual inhibition explains significantly part of the performance in the fluid intelligence task. This study provides data about the specific contribution, during childhood, of an inhibitory type to fluid intelligence and contributes empirical evidence in support of the non-unitary approach of inhibition.
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References
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Aydmune, Y. S., Introzzi, I. M., Zamora, E. V., & Lipina, S. J. (2016). Developmental science and executive function. Current Directions in Psychological Science, 25 (1), 3–7. doi:10.1177/0963721415622634.
Aydmune, Y. S., Introzzi, I. M., Zamora, E. V., & Lipina, S. J. (2018). Diseño, implementación y análisis de transferencia de una tarea de entrenamiento de inhibición cognitiva para niños escolares. Un estudio piloto. Psicología Educativa, 24 , 63–74. doi:10.5093/psed2018a11.
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Blair, C., & Razza, R. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78 (2), 647–663. doi:10.1111/j.1467-8624.2007.01019.x.
Borella, E., Carretti, B., & Lanfranchi, S. (2013). Inhibitory mechanisms in down syndrome: Is there a specific or general deficit? Research in Developmental Disabilities, 34 (1), 65–71. doi:10.1016/j.ridd.2012.07.017.
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