부산대학교 도서관

Several studies have shown the important role of the self-regulatory skill interference control in early childhood for the development of good academic skills. However, few have investigated this relation longitudinally over the period spanning kindergarten through the late school age years. The present study investigated the contribution of complex interference control in kindergarten to concurrent and later academic achievement at age 10. In a sample of 213 kindergartners, complex interference control predicted later, but not concurrent, academic achievement (language, math). Complex interference control and early math achievement were the only significant predictors of later academic achievement. These results are in line with an increased demand throughout elementary school on the child to handle complex and conflicting information. The results also support the notion that there is a developmental lag between the acquisition of complex interference control skills and the ability to apply them in real-life settings.