A wealth of developmental research suggests that preschoolers are capable of reporting, imitating, and performing sequential actions they engage in routinely. However, few studies have explored the developmental and cognitive mechanisms required for learning how to perform such routines. A previous computational model of routines argued that a representation of task contexts underlying routines could change flexibly. This position was supported by the empirical evidence that if adults are interrupted in the course of a routine, they make fewer errors if they are interrupted just before the selection of context-dependent action than if they are interrupted earlier. Another computational model examined how efficiently adults learned to perform routines and suggested the relationship of the learning efficacy with executive functions. The present study aimed to examine whether the above-mentioned models and evidence from adults can be extended to preschoolers by using an experimental task, in which children were required to play the role of a baker and repeatedly make toast for either a cat or mouse, with momentary distractions. Experiment 1 showed that earlier interruption tended to cause older children to produce more branch point errors than interruption immediately before the branch points, whereas younger children tended to be vulnerable to both interruptions. Further, across two experiments, this study showed that the developmental differences in how young children represent task contexts were associated with their executive functions. These findings indicate that the representational flexibility of task contexts underlies children's performance of repeated sequential actions and its association with executive functions.

The execution of a script often requires detecting and resolving conflict with a goal, particularly in nonroutine situations. To take the example of taking a bus daily to work, if someone's usual bus is delayed and a bus for another destination comes first, the person must inhibit taking it and wait for the usual one. Young children can gradually acquire the ability to control the execution of scripts in such nonroutine situations, but few studies have explored the control process involved. In two experiments, we investigated the role of developments in the maintenance of hierarchical goal representations and in executive functions. We measured the ability to control the execution of scripts using a task in which children helped a doll select items to wear; clothing options were presented in an unexpected order in the nonroutine situations. The younger children (4-year-olds) could not flexibly control their execution of scripts in nonroutine situations, although they could exogenously detect and resolve conflict if they were prompted to maintain a subgoal. The older children (5-year-olds) endogenously controlled script execution based on a main goal, whereas subgoal maintenance led them to rigidly control their performance. In addition, children's inhibition abilities were associated with their control of script execution. These findings indicate that the development of the control process underlying the execution of scripts in nonroutine situations is partially dependent on the ability to maintain hierarchical goal representations.

Autism spectrum disorder (ASD) is characterized by problems with reciprocal social interaction, repetitive behaviours/narrow interests, and impairments in the social cognition and emotional processing necessary for intention-based moral judgements. The aim of this study was to examine the information used by early adolescents with and without ASD when they judge story protagonists as good or bad. We predicted that adolescents with ASD would use protagonists’ behaviour, while typically developing (TD) adolescents would use protagonists’ characteristics when making the judgements. In Experiment 1, we measured sentence by sentence reading times and percentages for good or bad judgements. In Experiment 2, two story protagonists were presented and the participants determined which protagonist was better or worse. Experiment 1 results showed that the adolescents with ASD used protagonist behaviours and outcomes, whereas the TD adolescents used protagonist characteristics, behaviours, and outcomes. In Experiment 2, TD adolescents used characteristics information when making “bad” judgements. Taken together, in situations in which participants cannot go back and assess (Experiment 1), and in comparable situations in which all information is available (Experiment 2), adolescents with ASD do not rely on information about individual characteristics when making moral judgements.

Delay of gratification refers to the ability to forgo a small immediate reward to obtain a larger delayed reward. Cognitive mechanisms underlying the delay of gratification in young children have been examined extensively. However, the neural mechanism of this process is largely unknown. The present study examined whether inferior prefrontal regions play an important role in the delay of gratification choice paradigm in young children. Preschool children were given a choice version of a delay of gratification task, and their neural activation during the task was assessed using near‐infrared spectroscopy in cross‐sectional (Study 1) and longitudinal designs (Study 2). Results revealed the activation of the right inferior prefrontal regions of children during the task in both studies. Specifically, the inferior prefrontal regions of the children were activated during immediate choices but not during delay choices. This study is the first to demonstrate the neural correlates of the delay of gratification in young children. We discuss how the right inferior prefrontal regions of preschool children are activated during the delay of gratification.