Dual Routes to Cognitive Flexibility: Learning and Response-Conflict Resolution in the Dimensional Change Card Sort Task

Autor/inn/en	Ramscar, Michael; Dye, Melody; Gustafson, Jessica W.; Klein, Joseph
Titel	Dual Routes to Cognitive Flexibility: Learning and Response-Conflict Resolution in the Dimensional Change Card Sort Task
Quelle	In: Child Development, 84 (2013) 4, S.1308-1323 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12044
Schlagwörter	Task Analysis; Cognitive Processes; Conflict; Cognitive Ability; Context Effect; Preschool Children; Intervention; Learning Theories; Transfer of Training; Control Groups + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Cognitive process; Kognitiver Prozess; Konflikt; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning theory; Lerntheorie; Training; Transfer; Ausbildung
Abstract	Cognitive control, the ability to align our actions with goals or context, is largely absent in children under four. How then are preschoolers able to tailor their behavior to best match the situation? Learning may provide an alternative route to context-sensitive responding. This study investigated this hypothesis in the Dimensional Change Card Sort (DCCS), a classic test of cognitive control that most under-fours fail. A training intervention based on learning theoretic principles proved highly effective: Three-year-olds who learned about DCCS rules and game contexts in a card-labeling task, subsequently transferred this knowledge to sorting in the DCCS, passing at more than 3 times the rate of controls ("N" = 47). This surprising finding reveals much about the nature of the developing mind. (Contains 7 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10