Adele Diamond

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300Flanker Effect for Single-Task Block vs. Mixed BlockNon-Switching Trials Only250msec200150100500LargeInsideSmallInsideLargeOutsideSmallOutsideLargeInsideSmallInsideLargeOutsideSmallOutsideBlock 1Block 3 (Mixed)Regardless of stimulus size, or whether a trial has an Inside or Outside target,The Mixed block always shows a significantly greater Flanker Effect.
Dramatically Larger Flanker EffectsSarah Munro, Karine Gazarian, CecilChau, & <strong>Adele</strong> <strong>Diamond</strong>Presented at the CognitiveNeuroscience Society AnnualMeeting, San Francisco, CA, April 9,2006.
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The “Executive Functions” (EF),
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Being able to…(3) not giving in t
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(b) Working Memory:Holding informat
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orHolding information in mindwhile
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(c) COGNITIVE FLEXIBILITYbeing able
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In summary, Executive Functions inc
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There is much overlap between EF,es
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EF skills are important forschool r
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EF is important for school success.
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Many children beginschool lacking n
Page 24 and 25: I predict that improving youngchild
Page 26 and 27: Elena Bodrova & Deborah LeongThe To
Page 28 and 29: Tools of the Mind is anevidence-bas
Page 30 and 31: Vygotsky: Engagement in mature make
Page 32 and 33: Buddy Reading
Page 34 and 35: For Our Study: Both conditions invo
Page 36 and 37: All children came from thesame neig
Page 38 and 39: For our two EF outcome measureswe s
Page 40 and 41: HEARTS & FLOWERSCongruentIncongruen
Page 44: FLOWERS - INCONGRUENTNow you’ll s
Page 52 and 53: In all conditions, mental manipulat
Page 54 and 55: Dots Conditions: AccuracyPercent Co
Page 56 and 57: At every age studied, withoutexcept
Page 58 and 59: The opposite is true for young adul
Page 60 and 61: Development from 4-13 Years of Cogn
Page 63 and 64: Percentage of Correct Responses ont
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Page 77 and 78: Percentage of Correct Responses onS
Page 79 and 80: Whether children were inTools of th
Page 81 and 82: Academic outcomes wereobtained inde
Page 83 and 84: Correlation of Percentage of Correc
Page 85 and 86: Superior academic performance inchi
Page 87 and 88: EF skills are not immutable;they ca
Page 89 and 90: Environmental Influence onExecutive
Page 91 and 92: Part of why social dramatic play is
Page 93 and 94: Though often thought frivolous, pla
Page 95 and 96: Take-home Message #3:Importance ofA
Page 97 and 98: Take-home Message #4:Feedback Loops
Page 99 and 100: Consider:Poor EF leads to problems
Page 101 and 102: On the other hand, children whohave
Page 103 and 104: The recent explosion in thediagnose
Page 105 and 106: Many issues are not simplyEducation
Page 108 and 109: Storytelling is great forincreasing
Page 111 and 112: Dance is more thanjust movement orp
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Adele Diamond

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