Aïte, A., Berthoz, A., Vidal, J., Roell, M., Zaoui, M., Houde, O., & Borst, G. (2016). Taking a third-person perspective requires inhibitory control: Evidence from a developmental negative priming study. Child Development, 87(6), 1825-1840.

Amatriain‐Fernández, S., Ezquerro García‐Noblejas, M., & Budde, H. (2021). Effects of chronic exercise on the inhibitory control of children and adolescents: A systematic review and meta‐analysis. Scandinavian Journal of Medicine & Science in Sports, 31(6), 1196-1208.

Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434-449.

Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641-1660.

Blumenfeld, H. K., & Marian, V. (2011). Bilingualism influences inhibitory control in auditory comprehension. Cognition, 118(2), 245-257.

Brookman-Byrne, A., Mareschal, D., Tolmie, A. K., & Dumontheil, I. (2018). Inhibitory control and counterintuitive science and maths reasoning in adolescence. PLoS One, 13(6), e0198973.

Bruce, J., & Kim, H. K. (2022). Behavioral and electrophysiological indices of inhibitory control in maltreated adolescents and nonmaltreated adolescents. Development and Psychopathology, 34(3), 1054-1063.

Burton, S., Knibb, G., & Jones, A. (2021). A meta-analytic investigation of the role of reward on inhibitory control. Quarterly Journal of Experimental Psychology, 74(10), 1818-1828.

Cassotti, M., Agogué, M., Camarda, A., Houdé, O., & Borst, G. (2016). Inhibitory control as a core process of creative problem solving and idea generation from childhood to adulthood. New Directions for Child and Adolescent Development, 2016(151), 61-72.

Chang, J. C., Lin, H. Y., & Gau, S. S. F. (2024). Distinct developmental changes in regional gray matter volume and covariance in individuals with attention-deficit hyperactivity disorder: A longitudinal voxel-based morphometry study. Asian Journal of Psychiatry, 91, 103860.

Charry-Sánchez, J. D., Ramírez-Guerrero, S., Vargas-Cuellar, M. P., Romero-Gordillo, M. A., & Talero-Gutiérrez, C. (2022). Executive functions in children and adolescents with hearing loss: A systematic review of case-control, case series, and cross-sectional studies. Salud mental, 45(1), 35-49.

Chen, X., Hastings, P. D., Rubin, K. H., Chen, H., Cen, G., & Stewart, S. L. (1998). Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: a cross-cultural study. Developmental Psychology, 34(4), 677.

Constantinidis, C., & Luna, B. (2019). Neural substrates of inhibitory control maturation in adolescence. Trends in Neurosciences, 42(9), 604-616.

Cumming, M. M., Bettini, E., Pham, A. V., & Park, J. (2020). School-, classroom-, and dyadic-level experiences: A literature review of their relationship with students' executive functioning development. Review of Educational Research, 90(1), 47-94.

Denio, E. B., Keane, S. P., Dollar, J. M., Calkins, S. D., & Shanahan, L. (2020). Children's peer victimization and internalizing symptoms: The role of inhibitory control and perceived positive peer relationships. Merrill-Palmer Quarterly, 66(1), 91-112.

de Ribaupierre, A. (2002). Working memory and attentional processes across the lifespan. Lifespan Development of Human Memory, 59–80.

Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.

Doehnert, M., Brandeis, D., Imhof, K., Drechsler, R., & Steinhausen, H. C. (2010). Mapping attention-deficit/hyperactivity disorder from childhood to adolescence—no neurophysiologic evidence for a developmental lag of attention but some for inhibition Biological Psychiatry, 67(7), 608-616.

Doyle, C., Smeaton, A. F., Roche, R. A., & Boran, L. (2018). Inhibition and updating, but not switching, predict developmental dyslexia and individual variation in reading ability. Frontiers in Psychology, 9, 795.

Einziger, T., Ben-Shachar, M. S., Devor, T., Shmueli, M., Auerbach, J. G., & Berger, A. (2021). “My Brain Can Stop”: An ERP Study of Longitudinal Prediction of Inhibitory Control in Adolescence. Brain Sciences, 11(1), 100.

Fallone, G., Acebo, C., Arnedt, J. T., Seifer, R., & Carskadon, M. A. (2001). Effects of acute sleep restriction on behavior, sustained attention, and response inhibition in children. Perceptual and Motor Skills, 93(1), 213-229.

Fosco, W. D., Hawk Jr, L. W., Colder, C. R., Meisel, S. N., & Lengua, L. J. (2019). The development of inhibitory control in adolescence and prospective relations with delinquency. Journal of Adolescence, 76, 37-47.

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive function: BRIEF. Odessa, FL: Psychological Assessment Resources.

Hoffmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180

Honoré, N., Houssa, M., Volckaert, A., Noël, M. P., & Nader-Grosbois, N. (2020). Training inhibition and social cognition in the classrooms. Frontiers in Psychology, 11, 1974.

Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233-246.

Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677-692.

Long, M. R., Horton, W. S., Rohde, H., & Sorace, A. (2018). Individual differences in switching and inhibition predict perspective-taking across the lifespan. Cognition, 170, 25-30.

Loomis, A. M., Freed, S., & Coffey, R. (2022). Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis. Early Childhood Education Journal, 1-10.

Lund, J. I., Toombs, E., Radford, A., Boles, K., & Mushquash, C. (2020). Adverse childhood experiences and executive function difficulties in children: A systematic review. Child Abuse & Neglect, 106, 104485.

Lustig, C., May, C., & Hasher, L. (2001). Working memory span and the role of proactive interference. Journal of Experimental Psychology: General, 130(2), 199–207.

Marciano, L., Camerini, A. L., & Morese, R. (2021). The developing brain in the digital era: a scoping review of structural and functional correlates of screen time in adolescence. Frontiers in Psychology, 12, 671817.

McAuley, T., & White, D. A. (2011). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108(3), 453-468.

Nweze, T., & Nwani, W. (2020). Contributions of working memory and inhibition to cognitive flexibility in Nigerian adolescents. Developmental Neuropsychology, 45(3), 118-128.

Pas, P., Pol, H. H., Raemaekers, M., & Vink, M. (2021). Self-regulation in the pre-adolescent brain. Developmental Cognitive Neuroscience, 51, 101012.

Sandler, I. N. (1980). Social support resources, stress, and maladjustment of poor children. American Journal of Community Psychology, 8(1), 41.

Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., & Boyce, W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120-132.

Schmitt, S. A., Finders, J. K., & McClelland, M. M. (2015). Residential mobility, inhibitory control, and academic achievement in preschool. Early Education and Development, 26(2), 189-208.

Schumacher, A. M., Miller, A. L., Watamura, S. E., Kurth, S., Lassonde, J. M., & LeBourgeois, M. K. (2018). Sleep moderates the association between response inhibition and self-regulation in early childhood. Sleep and Developmental Psychopathology, 53-66.

Schweizer, S., Gotlib, I. H., & Blakemore, S. J. (2020). The role of affective control in emotion regulation during adolescence. Emotion, 20(1), 80.

Shing, Y. L., Lindenberger, U., Diamond, A., Li, S. C., & Davidson, M. C. (2010). Memory maintenance and inhibitory control differentiate from early childhood to adolescence. Developmental Neuropsychology, 35(6), 679-697.

Sinopoli, K. J., Schachar, R., & Dennis, M. (2011). Reward improves cancellation and restraint inhibition across childhood and adolescence. Developmental Psychology, 47(5), 1479.

Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674–2688.

Wilkinson, H. R., Smid, C., Morris, S., Farran, E. K., Dumontheil, I., Mayer, S., ... & UnLocke Team. (2020). Domain-specific inhibitory control training to improve children's learning of counterintuitive concepts in mathematics and science. Journal of Cognitive Enhancement, 4, 296-314.