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Empirical Tests of a Brain-Based Model of Executive Function Development

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Bibliographic Details
Title: Empirical Tests of a Brain-Based Model of Executive Function Development
Language: English
Authors: Perone, Sammy, Plebanek, Daniel J., Lorenz, Megan G., Spencer, John P., Samuelson, Larissa K.
Source: Child Development. Jan-Feb 2019 90(1):210-226.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 17
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
National Institutes of Health (DHHS)
Contract Number: BCS1029082
HD045713
Document Type: Journal Articles
Reports - Research
Descriptors: Executive Function, Role, Child Development, Toddlers, Prediction, Task Analysis, Age Differences, Young Children, Color, Early Intervention, Models, Geometric Concepts, Brain, Cognitive Development
DOI: 10.1111/cdev.12885
ISSN: 0009-3920
Abstract: Executive function (EF) plays a foundational role in development. A brain-based model of EF development is probed for the experiences that strengthen EF in the dimensional change card sort task in which children sort cards by one rule and then are asked to switch to another. Three-year-olds perseverate on the first rule, failing the task, whereas 4-year-olds pass. Three predictions of the model are tested to help 3-year-olds (N = 54) pass. Experiment 1 shows that experience with shapes and the label "shape" helps children. Experiment 2 shows that experience with colors--without a label--helps children. Experiment 3 shows that experience with colors induces dimensional attention. The implications of this work for early intervention are discussed.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1202479
Database: ERIC
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Abstract:Executive function (EF) plays a foundational role in development. A brain-based model of EF development is probed for the experiences that strengthen EF in the dimensional change card sort task in which children sort cards by one rule and then are asked to switch to another. Three-year-olds perseverate on the first rule, failing the task, whereas 4-year-olds pass. Three predictions of the model are tested to help 3-year-olds (N = 54) pass. Experiment 1 shows that experience with shapes and the label "shape" helps children. Experiment 2 shows that experience with colors--without a label--helps children. Experiment 3 shows that experience with colors induces dimensional attention. The implications of this work for early intervention are discussed.
ISSN:0009-3920
DOI:10.1111/cdev.12885