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ERIC Number: EJ858857
Record Type: Journal
Publication Date: 2009-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1363-755X
Categorical Flexibility in Preschoolers: Contributions of Conceptual Knowledge and Executive Control
Blaye, Agnes; Jacques, Sophie
Developmental Science, v12 n6 p863-873 Nov 2009
The current study evaluated the relative roles of conceptual knowledge and executive control on the development of "categorical flexibility," the ability to switch between simultaneously available but conflicting categorical representations of an object. Experiment 1 assessed conceptual knowledge and executive control together; Experiment 2 differentiated conceptual knowledge from costly executive processes. In Experiment 1, 3- to 5-year-olds were given a three-choice (taxonomic, thematic, and nonassociate) match-to-sample task and asked to match two associates. In Experiment 2, same-aged children were assessed on another match-to-sample task that reduced executive costs by presenting thematic and taxonomic associates on separate trials. By comparing performance across tasks, age-related changes resulting from conceptual knowledge and executive control indicated that conceptual knowledge of superordinate relations showed gains between 3 and 4 years, whereas gains in executive control were seen between 4 and 5 years, suggesting a decalage in the development of conceptual and executive processes underlying categorical flexibility.
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/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A