Inhibitory control (IC), a key component of executive function, refers to the ability to suppress impulsive actions and responses in favor of more appropriate and calculated response. This is a vital cognitive skill that allows individuals to manage distractions, control their impulses, and focus on current tasks – all of which are essential for decision-making processes and problem-solving. Developing inhibitory control is especially crucial during childhood, as it forms the foundation for academic and social success. Dr. Martha Ann Bell discussed her own research on inhibitory control and its correlation with maturation of the prefrontal cortex (PFC) at Loyola University Chicago, using her own findings to provide insight on how inhibitory control develops with age (Bell, 2024).
Neuroimaging is an excellent resource that can provide detailed insight into many underlying neural mechanisms, including those that play a role in the development of the prefrontal cortex. In Dr. Bell’s research, EEG recordings are used to examine how this brain region interacts with others to regulate behavior. The prefrontal cortex plays a major role in cognitive function and is crucial for a child’s ability to manage impulses and follow instructions. In her studies, children aged 10 months to 4 years completed tasks such as the Simon Says, Day-Night, and Three Pegs tasks, all designed to measure inhibitory control by monitoring resting frontal alpha power – a measure associated with cognitive regulation (Bell, 2024). The goal of these tasks is to assess changes in alpha power, along with their timeline and promote goal-oriented actions. The results from these tasks aligned with the hypothesis that children would show improvement in IC between 10 months and 4 years, as indicated by increases in resting frontal alpha power. Dr. Bell’s research remains valuable by providing a neurodevelopmental perspective on IC (Bell, 2024).
Bilingualism, specifically in early childhood is associated with numerous cognitive and developmental advantages. Existing studies have proven that language is best retained when learned during early childhood development. In contrast to Dr. Bell’s research study, a study by ScienceDaily, titled Bilingual preschoolers show stronger inhibitory control discusses the cognitive advantages bilingual children develop, particularly in areas like inhibitory control. The article dives into a study conducted by University of Oregon, who also took a longitudinal approach – assessing children at age 4 who were then following over an 18-month period to examine the advantages of bilingualism and how it promotes cognitive function beyond the language domain. The study evaluates 1,146 children who are divided into 3 groups: Those who only spoke English; those who were fluent in Spanish and English; and those who spoke Spanish but were learning English, becoming fluent at the end of the study. Bilingual children showed higher scores on IC tests compared to those who were learning and those who only spoke English, and with time (6 and 18 months), improvement in IC was shown by both bilingual children and those who were learning English (University of Oregon, 2017). It is important to note that children in this sample all came from a low socioeconomic background, putting them at-risk for more negative outcomes related to cognitive and executive function. With the hypothesis (children who are bilingual will exhibit improved, more efficient IC) remaining true, findings from this study can be implemented amongst children, especially those from lower socioeconomic statuses to improve cognitive function and adaptability (University of Oregon, 2017).
While Dr. Bell’s research provides valuable insight into inhibitory control and how it occurs naturally with age, it raises questions about what specific intervention could be made to further enhance IC in children, especially those facing environmental challenges. Bilingualism is a skill that could be implemented to positively intervene. The study from University of Oregon highlights how bilingual children, through constant switching between languages, engage in a form of cognitive training that strengthens their executive function by focusing on language and blocking out irrelevant outside stimuluses. This experience not only improves language abilities but encourages improved impulse control and task management in other areas of life.
Together, Dr. Bell’s and the University of Oregon’s studies, it becomes clear that inhibitory control is a natural developing occurrence that can be strengthened with enriched environments and experiences, like bilingualism. Neural mechanisms, like alpha power, provide the framework for understanding what constitutes as “strong” cognitive function, and enrichment and environmental intervention provide a pathway to enhanced cognitive skills that can better guarantee academic and social success.
References
University of Oregon. (2017, October 31). Bilingual preschoolers show stronger inhibitory control. ScienceDaily. https://www.sciencedaily.com/releases/2017/10/171031120334.htm
Whedon, M., Perry, N. B., & Bell, M. A. (2020). Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children’s early academic skills. Brain and Cognition, 146, 105636. https://doi.org/10.1016/j.bandc.2020.105636
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