Learning-Based before Intentional Cognitive Control: Developmental Evidence for a Dissociation between Implicit and Explicit Control

Autor/inn/en	Gonthier, Corentin; Ambrosi, Solène; Blaye, Agnès
Titel	Learning-Based before Intentional Cognitive Control: Developmental Evidence for a Dissociation between Implicit and Explicit Control
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 47 (2021) 10, S.1660-1685 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonthier, Corentin) ORCID (Blaye, Agnès)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001005
Schlagwörter	Cognitive Processes; Cognitive Development; Child Development; Congruence (Psychology); Preschool Children; Age Differences; Foreign Countries; Elementary School Students; France; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Kindesentwicklung; Congruence; Psychology; Kongruenz; Psychologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Ausland; Frankreich
Abstract	Cognitive control can be triggered by explicit or implicit events; it has been proposed that these two possibilities tap into dissociable mechanisms. In this study, we investigate this idea by testing whether young children, who struggle with explicitly triggered control, can demonstrate proportion congruency effects--which are based on implicit learning of task regularities and thus indicative of implicitly triggered control. In a series of five experiments, preschoolers indeed demonstrated significant proportion congruency effects, including both list-wide proportion congruency (LWPC) and item-specific proportion congruency (ISPC) effects, in a Stroop-like task and in a flanker task. These effects did not increase with age, contrary to what is typically observed for explicit control. These results demonstrate that young children show early evidence of cognitive control--including proactive control--when it is triggered by implicit events, at an age where explicit control, and particularly proactive control, is not yet functional. By showing evidence of an early ability for fine-grained adjustments of cognitive control when control cues are learned implicitly, these results support the proposed functional dissociation between explicit and implicit cognitive control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01