Empirical Tests of a Brain-Based Model of Executive Function Development.
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| Title: | Empirical Tests of a Brain-Based Model of Executive Function Development. |
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| Authors: | Perone, Sammy, Plebanek, Daniel J., Lorenz, Megan G., Spencer, John P., Samuelson, Larissa K. |
| Source: | Child Development. Jan/Feb2019, Vol. 90 Issue 1, p210-226. 17p. 4 Diagrams, 1 Graph. |
| Subjects: | Executive function, Brain research, Child development testing, Task performance, Geometric shapes, Cognition in children, Testing, Brain physiology, Child development, Comparative studies, Mathematical models, Research methodology, Medical cooperation, Psychology of movement, Research, Research funding, Theory, Evaluation research |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.12885 |
