Cognitive inhibition in the classroom

Cognitive development involves not only the acquisition of new knowledge, but also the ability to inhibit prepotent responses from interfering with the execution of existing knowledge. At the same time, learning and performance requires not just attention to the task at hand, but also inhibiting distractors from depleting attentional or cognitive resources available for learning or performance. We first consider findings that elucidate how the executive function of inhibitory control plays a role in suppressing biases from previously learnt knowledge and heuristics in the transition from arithmetic to algebra word problem solving. Implications for the structuring of knowledge instruction to minimize needs for inhibition are discussed. Next, we consider a set of studies that examined the effects of a simple deep breathing technique taught to students to ameliorate the adverse effects of test anxiety by enhancing their inhibitory control of attentional focus. Findings elucidate how taking deep breathes before a test can reduce anxiety, enabling a better state-of-mind and allowing for better test performance. Implications for teaching students tools for self-regulation to optimize their affective and cognitive states, so as to maximize their potential for learning and performance, are discussed.