| 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 |