Inhibitory Control in Number-Conservation and Class-Inclusion Tasks: A Neo-Piagetian Inter-Task Priming Study

Autor/inn/en	Borst, Gregoire; Poirel, Nicolas; Pineau, Arlette; Cassotti, Mathieu; Houde, Olivier
Titel	Inhibitory Control in Number-Conservation and Class-Inclusion Tasks: A Neo-Piagetian Inter-Task Priming Study
Quelle	In: Cognitive Development, 27 (2012) 3, S.283-298 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2012.02.004
Schlagwörter	Priming; Cognitive Development; Inhibition; Numbers; Task Analysis; Reaction Time; Children; Control Groups; Prior Learning; Computer Assisted Testing + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Hemmung; Zahlenraum; Aufgabenanalyse; Reaktionsvermögen; Child; Kind; Kinder; Vorkenntnisse
Abstract	We investigated whether success in number-conservation and class-inclusion tasks relies on a general ability to inhibit misleading strategies. Two groups of 10-year-olds performed inter-task priming between computerized versions of class-inclusion and number-conservation tasks (Experiment 1). In one group, the class-inclusion task served as a prime and the number-conservation task as an assessment probe and vice versa in the other group. Response times were shorter in the number-conservation task when performed after the class-inclusion task (and vice versa in the other group) than in control prime-probe sequences in which the primes did not require the inhibition of a misleading strategy. Experiment 2 showed that these inter-task priming effects did not simply reflect that class inclusion and number conservation rely on the reversibility of concrete operations as Piaget would have hypothesized. Taken together the results are consistent with the neo-Piagetian assumption that cognitive development is rooted in both the acquisition of knowledge of incremental complexity and the ability to resist (inhibit) previous knowledge. Critically, the present finding suggests that the inhibitory ability is not domain- or strategy-specific. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10