Does One Year of Schooling Improve Children’s Cognitive Control and Alter Associated Brain Activation? - A LEARN Article Summary

Running head: PARENT PSYCHOLOGY
PARENT PSYCHOLOGY
Name of the Student
Name of the University
Author note

1PARENT PSYCHOLOGY
Cognition is an important process in the early development phase of humans. In
medical science, it is regarded to be a vital process of obtaining fruitful understanding
through perception, practice and sensation. The cognition process in humans broadly covers
the concepts of comprehension, observation, retention, discernment, calculation and others.
The phase of cognition, which occurs in humans, utilizes the notion of prevailing information
and initiates new information (Anderson, 2013). This essay outlines the fact to construct a
summary research of a LEARN article stating its relevance and uniqueness to the parents and
convincing them to take an active interest in the article.
The article, “Does One Year of Schooling Improve Children’s Cognitive Control and
Alter Associated Brain Activation?” written by Brod, G., Bunge, S. A., Shing, Y. L tries to
convey to the readers that the concept of five to seven year change leads to the concentration
of miraculous enhancements in a pre-schooler’s comprehension abilities, especially in their
skill to exercise dominance over their consciousness and conduct (Brod, Bunge and Shing
2017). Generally, it aids in perfecting their decision-making flair. Nowadays, many nurturing
articles related to parenthood are published in the market on a monthly basis. Resultantly it
becomes very difficult for the prospective parents to select and read a particular article, which
would adequately guide them in their parenting journey.
Unlike other articles, this particular article definitely falls in the rank of premium
parenting articles, which clearly displays the intricacies and complicacies involved in
polishing the cognitive or the reasoning skills of children. Apart from learning about the
general concept of cognition, the parents can also decipher the distinct effect of the five to
seven year change on children belonging to the different age groups. In this article, two sets
of children were selected to conduct the MRI experiment (Dale, Brown & Semelka, 2015).
One set consisted of children who were already enrolled in the primary grade and the other
set comprised children who were in the kindergarten grade. The singularity of this article is