Capturing the Developmental Changes in Cognitive Control Engagement in Chinese Preschoolers.

Xufeng Ji, Yihao Deng, Qiong Zhang, Yanlin Zhou

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Xufeng JiFaculty of Teacher Education, Lishui University, Lishui 323000, China.

Yihao DengDepartment of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China.

Qiong ZhangDepartment of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China.ORCID 0000-0003-2717-7773

Yanlin ZhouDepartment of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China.ORCID 0000-0002-9204-7951

Funding

Natural Science Foundation of Zhejiang Province LY22C090001

6 · The paper itself

Abstract

Young children typically engage in cognitive control reactively in response to specific situations, rather than proactively preparing for them. The developmental change from reactive to proactive control seems to happen gradually across early development and ultimately results in a qualitatively different behavior pattern. However, existing evidence is mainly based on cross-sectional designs. Thus, this study adopted a longitudinal design to examine the transition from reactive control to proactive control in preschoolers. Sixty preschoolers aged 4 (

Indexed as

AX continuous performance taskcued task-switching paradigmproactive controlreactive control

Identifiers

PMID40001773

DOI10.3390/bs15020142

PMCPMC11852076

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.