A distraction task as an assessment of object permanence

Triana, Estrella; Pasnak, Robert

doi:10.1016/0163-6383(86)90026-3

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…In order to keep track of the toy, the child needs to manipulate the representation of the object being hidden under the small container. It is not until 24 months that children are able to pass this task (Call, 2001; Collier-Baker & Suddendorf, 2006; Corrigan, 1981; Triana & Pasnak, 1986; Ross, Boatright, Auld, & Nass, 1996).…”

Section: Ef Componentsmentioning

confidence: 99%

Executive function in preschoolers: A review using an integrative framework.

Garon¹,

Bryson²,

Smith³

2008

Psychological Bulletin

2,123

2,014

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During the last 2 decades, major advances have been made in understanding the development of executive functions (EFs) in early childhood. This article reviews the EF literature during the preschool period using an integrative framework. The framework adopted considers EF to be a unitary construct with partially dissociable components (A. Miyake et al., 2000). The authors focus on 3 EF components: working memory, response inhibition, and shifting. For the present purposes, the central executive is conceived of as a central attention system that is involved in all EF component operations. Research to date suggests that elementary forms of the core EF components are present early during the preschool period. Changes in EF during the latter half of the preschool period appear to be due to the development of attention and integration of component EFs. Finally, the review outlines a number of areas that warrant further investigation if researchers are to move forward in understanding early EF development.

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Section: Ef Componentsmentioning

confidence: 99%

Executive function in preschoolers: A review using an integrative framework.

Garon¹,

Bryson²,

Smith³

2008

Psychological Bulletin

2,123

2,014

View full text Add to dashboard Cite

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“…Consequently, 2-year-olds are limited in their ability to hold information in sensory and short-term memory (Glass, Sachse, & von Suchodoletz, 2008; Pelphrey & Reznick, 2002), inhibit automatic responses (Garon et al, 2008), sustain focused attention (Ruff & Capozolli, 2003), and delay gratification (Carlson, 2005; Kochanska, Murray, & Harlan, 2000; Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996). Fourth, they are able to hold fewer items in short-term memory than older peers (Pelphrey & Reznick, 2002) and are only beginning to exhibit use of working memory (Call, 2001; Collier-Baker & Suddendorf, 2006; Corrigan, 1981; Ross, Boatright, Auld, & Nass, 1996; Triana & Pasnak, 1986). Fifth, their language is less complex than that of older peers (Bates, Dale, & Thal, 1995).…”

Section: Toddler Cognition and Languagementioning

confidence: 99%

Cognitive and Linguistic Sources of Variance in 2-Year-Olds' Speech-Sound Discrimination: A Preliminary Investigation

Lalonde

Holt

2014

J Speech Lang Hear Res

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Purpose This preliminary investigation explored potential cognitive and linguistic sources of variance in 2-year-olds’ speech-sound discrimination by using the toddler change/no-change procedure and examined whether modifications would result in a procedure that can be used consistently with younger 2-year-olds. Method Twenty typically developing 2-year-olds completed the newly modified toddler change/no-change procedure. Behavioral tests and parent report questionnaires were used to measure several cognitive and linguistic constructs. Stepwise linear regression was used to relate discrimination sensitivity to the cognitive and linguistic measures. In addition, discrimination results from the current experiment were compared with those from 2-year-old children tested in a previous experiment. Results Receptive vocabulary and working memory explained 56.6% of variance in discrimination performance. Performance was not different on the modified toddler change/no-change procedure used in the current experiment from in a previous investigation, which used the original version of the procedure. Conclusions The relationship between speech discrimination and receptive vocabulary and working memory provides further evidence that the procedure is sensitive to the strength of perceptual representations. The role for working memory might also suggest that there are specific subject-related, nonsensory factors limiting the applicability of the procedure to children who have not reached the necessary levels of cognitive and linguistic development.

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“…The difficulty of a particular task and, consequently, the age at which such a task can be solved also depends on a variety of internal or subjective factors, which basically amount to central resource dimensions of the information-processing system. For instance, the capacity to direct one's attention and to overcome distracting aspects in the object concept tasks relates to the child's attention economy (Hood & Willatts, 1986; Horobin & Acredolo, 1986; Sophian & Yengo, 1985a, 1985b; Triana & Pasnak, 1986). Another important parameter is the child's memory capacity (Bjork & Cummings, 1984; Diamond, 1985; Schacter, 1986).…”

Section: Development: Continuous Discontinuous or Both?mentioning

confidence: 99%

A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond.

Geert¹

1998

Psychological Review

239

207

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A dynamic systems model is proposed on the basis of a general developmental mechanism adopted from the theories of J. Raget and L. S. Vygotsky, more particularly a mechanism based on the concepts assimilation versus accommodation and actual development versus zone of proximal development. In the model, action and experience have a distributed effect on contents (skills, knowledge, rules, action patterns, etc.) ordered along an abstract developmental distance dimension. After a mathematical treatment of the model, an overview is given of empirical evidence on continuous and discontinuous change. The dynamic model is then applied to the classic Piagetian and the neo-Piagetian models, models of continuous and discontinuous domain-specific change, and to models of cognitive strategies, transitions, microdevelopment, and inter-and imraindividual variability.Nineteen hundred ninety-six marked the centenary of the birth of two eminent developmental psychologists: the Swiss Jean Piaget and the Russian Lev Semyonovitch Vygotsky. The first emphasized the child as the maker of his or her own development, and the second emphasized the role of teaching and guidance and the formative effects of culture and society. Recently, a number of attempts have been made to show that their theories are less incompatible and mutually exclusive than is often believed (Classman, 1994;Tudge&Winterhoff, 1993). In the end, the most important question concerns which substantial and lasting contributions, if any, both Piaget's and Vygotsky's works have made toward a better understanding of the nature and mechanisms of mental and behavioral development. Lourenco and Machado (1996) have recently emphasized that a considerable part of the criticism of Piaget does not address or hardly addresses the fundamental issues that his theory contributed and the issues that are still worth considering.The general aim of this article is to demonstrate that the wide variety of characteristic patterns of cognitive development is in fact the expression of the intrinsic dynamics of dynamic systems that operate on the basis of major developmental mechanisms that can already be found in Piaget's and Vygotsky's works. If this can be demonstrated, the dynamic systems model based on these mechanisms can be seen as a way of integrating the fundamental aspects of a wide variety of theories, that is, as a way to arrive at a new synthesis. This synthetic theory does not deny the multitude of differences that exist between their theories but tries to find a convergence point in an abstract dynamic of basic principles of change that underlie development.The structure of this article is as follows: First, I select and discuss a number of concepts from Piaget's and Vygotsky's theories that refer to basic developmental mechanisms; second,

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A distraction task as an assessment of object permanence

Cited by 5 publications

References 10 publications

Executive function in preschoolers: A review using an integrative framework.

Executive function in preschoolers: A review using an integrative framework.

Cognitive and Linguistic Sources of Variance in 2-Year-Olds' Speech-Sound Discrimination: A Preliminary Investigation

A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond.

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