Cognitive interference elicits developmental sex differences in inhibitory control
Bibliographic record
Abstract
Inhibitory control is a key component of cognitive control that enables children and adolescents to develop increasingly complex skills throughout development. These processes are subject to insult via endogenous and environmental stressors (e.g., puberty, trauma) and alterations can lead to significant behavioral impairments that persist into adulthood. Despite this, the normative developmental course of neural oscillatory activity underlying interference control, a critical subcomponent of inhibitory control, and potential sex differences along this course, remain poorly understood. Herein, we utilized high-density magnetoencephalography (MEG) during the Eriksen flanker task to map the developmental sensitivity of neural processes supporting interference control in a large sample of children and adolescents (N = 121). MEG data were transformed into the time-frequency domain and significant oscillatory responses were imaged using a beamformer. Whole-brain analysis of flanker interference maps (i.e., incongruent - congruent trials) revealed age-related decreases in theta power in the supplementary motor area and cerebellum. Furthermore, regions known to be critical for supporting cognitive control, including the prefrontal and parietal cortices, exhibited age-by-sex interactive effects, suggesting modulation of interference control throughout development in a sex-dependent manner. Taken together, these data contribute to the characterization of the electrophysiological mechanisms supporting the development and refinement of interference control.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".