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Journal of Contemporary Research in Education

Abstract

This study is a theoretical attempt to explain the relationship between the components of executive functions and comprehending art. Specifically, the study examined the specific executive functions’ (i.e., inhibitory control, suppressing irrelevant information, and sustained attention) role in comprehending art. Cognitive skills that rely on paying attention to relevant cues rather than prevailing yet irrelevant features and sustained attention are used in the process of comprehending artwork. Suggestions are made for early childhood teachers regarding how art can be used to improve children’s executive functions.

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