Inhibition Development: Comparison of Neuropsychological and Eye Tracking Measures

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Publicado: mar. 26, 2015
DOI: https://doi.org/10.32348/1852.4206.v7.n1.7627
Palavras-chave:
inhibition, eye tracking, neuropsychological testing, children

Conteúdo do artigo principal

Marc Mainville
Université du Québec à Trois-Rivières. Department of Psychology
Julie Brisson
Université de Rouen. Departament de Psychologie
François Nougarou
Université du Québec à Trois-Rivières. Department of Electrical Engineering
Annie Stipanicic
Université du Québec à Trois-Rivières. Department of Psychology
Sylvain Sirois
Université du Québec à Trois-Rivières. Department of Psychology

Resumo

Inhibition is the ability to stop an automatic response when a stimulus is presented. It is one main component of executive function models. Few studies have evaluated the development of this ability’s in children between five and eight years of age using eye tracking measures. The first objective of this exploratory study is to evaluate the performance difference of younger compared to older children. The second objective is to evaluate if inhibition assessed via three different neuropsychological tests develops at a similar rate as inhibition assessed via two eye tracking tasks. Forty-six children aged 5.7 to 8.4 years completed both types of tests. Results show that one neuropsychological test was sensitive to the children’ increasing inhibition ability, while both eye tracking tests were. Additionally, scores from one eye tracking task correlated with scores from one neuropsychological test. Possible explanations of moderate relations between tasks are discussed.

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Como Citar
Mainville, M., Brisson, J., Nougarou, F., Stipanicic, A., & Sirois, S. (2015). Inhibition Development: Comparison of Neuropsychological and Eye Tracking Measures. Revista Argentina De Ciencias Del Comportamiento, 7(1). https://doi.org/10.32348/1852.4206.v7.n1.7627
Edição
v. 7 n. 1 (2015): Número Especial: "Desarrollo de funciones ejecutivas - Development of executive functions"
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Biografia do Autor

Marc Mainville, Université du Québec à Trois-Rivières. Department of Psychology

graduate student

Julie Brisson, Université de Rouen. Departament de Psychologie

Laboratoire Psy-NCA (EA 4700)

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