Meet the editors

Sara Palermo has her MSc in Clinical and Community Psychology and her PhD in Experimental Neuroscience. She is a research member of the "Center for the Study of Movement Disorders" and the "Placebo Responses Mapping Group" at the Department of Neuroscience (UNITO), and a research member of the "Neuropsychology of cognitive impairment and CNS degenerative diseases group" at the Department of Psychology (UNITO). She

is member of the Italian Society of Neuropsychology, the Italian Association of Psychogeriatrics, the Italian Autonomous Association adhering to SIN for dementias, and the International Society for Interdisciplinary Placebo Studies. She is a member of the European Innovation Partnership on Active and Healthy Aging, for which she is involved in the Action Group "Functional decline and frailty".

Massimo Bartoli has his MSc in Criminal and Forensic Psychology with a postgraduate specialization in Psychopathology and Forensic Neuropsychology at the University of Padua (Italy). He has worked with the Italian Society of Sexual Psychopathology on several research projects concerning the psychopathological and neuropsychological characteristics of sexual offenders and the assessment of static and dynamic risk factors of sex-crime re-

cidivism. Currently, he is a PhD student in Cognitive Neuroscience at the University of Turin. One of the aims of his PhD project is to investigate the possible association between executive dysfunctions and behavioral and functional aspects, including the legal capacity in subjects with mild and major neurocognitive disorders, and criminal recidivism.

Contents

Training in Early Childhood

Control and Far Beyond

*and Macha Dubuson*

*and Jared M. Greenberg*

Two-Person Neuropsychology

**Preface III**

**Chapter 1 1**

**Chapter 2 15**

**Chapter 3 27**

**Chapter 4 63**

**Chapter 5 83**

**Chapter 6 111**

A View from the Start: A Review of Inhibitory Control

Musical Training Enhances Inhibitory Control in Adolescence *by Claudia L.R. Gonzalez, Frank Robertson and Robbin L. Gibb*

Addiction: Brain and Cognitive Stimulation for Better Cognitive

Binge Drinking and Memory in Adolescents and Young Adults

Life Stress and Inhibitory Control Deficits: Teaching BrainWise as a Neurocognitive Intervention in Vulnerable Populations

When Aggression Is Out of Control: From One-Person to

*by Concepción Vinader-Caerols and Santiago Monleón*

*by Marilyn Welsh, Patricia Gorman Barry* 

*by J. Gagnon, J.E. Quansah and W.S. Kim*

*by Xavier Noël, Antoine Bechara, Mélanie Saeremans, Charles Kornreich, Clémence Dousset, Salvatore Campanella, Armand Chatard, Nemat Jaafari* 

*by Erin Ruth Baker, Qingyang Liu and Rong Huang*

## Contents


Preface

Inhibitory control (including response-inhibition and interference-control) is a critical neurocognitive skill for navigating cognitive, social, and emotional challenges. It rapidly increases during the preschool period and is important for early cognitive development, as it is a crucial component of executive functioning, self-regulation, and impulsivity. Inhibitory control (IC) involves the ability to suppress automatic but incorrect responses or to resist interference from distracting stimuli, to reduce a non-target's impact on ongoing information processing. Deficits in IC are a hallmark of psychopathology. Reduced inhibitory control may manifest itself at a *motor level* (e.g. hyperactivity); an *attentional level* (distractibility and difficulty paying attention); and at a *behavioral level* (e.g. impulsive conducts).

Inhibitory control training (ICT) is a novel intervention in which participants learn to associate appetitive cues with inhibition of behavior. Indeed, it can be conceptualized as the ability to stop, change, or delay a behavioral response.

It is a promising approach in the treatment of appetitive behavior, considered as the active, goal-seeking, and exploratory phase of behavior that precedes the more stereotyped consummatory act. Upon reaching the goal, appetitive behavior

This book aims to bring together knowledge on the topic, considering research, clinical trials, and the forensic field of intervention. Authors offer original

The first chapter is on the fundamental question of the nature of inhibitory control during the early childhood years, considering the impact of culture and environment on its development. Authors investigate a relevant issue that is the improvement of the capacity to monitor and control thoughts and behaviors by means of ICT. Research on the effects of musical education on executive functions development has generated increasing interest across the scientific community. The second chapter deals with the effects of musical training on inhibitory control in adolescence. The scientific community pays attention also to the link between addiction, developmental deficit, and the appearance of neurocognitive-behavioral dysfunctions. The third chapter investigates inter-individual variations within the addiction group in respect to neurobiological mechanisms of addiction and the risk associated with a limited response inhibition. Authors detail response inhibition theories and methods, summarizing cognitive training intervention in the context of addictive behaviors as well as brain stimulation and neurofeedback techniques. The fourth chapter investigates a relevant issue that is how to improve deductive reasoning abilities thanks to a metacognitive training procedure on executive functions in secondary school students suffering from binge drinking. The fifth chapter outlines alterations of executive functions and inhibitory control following (and aggravated) by conditions of individual and social vulnerability. Authors discuss a critical thinking skills intervention, BrainWise, which is designed to teach

contributions to develop new perspectives in the field of inhibitory control training research thanks to the originality of their ideas, theories, research, scientific results,

normally ceases. In some cases, this does not happen.

and discussions.
