Développement de la flexibilité catégorielle de 3 à 8 ans : rôle des aspects conceptuels

Maintenant, Célia; Blaye, Agnès

doi:10.4074/s0003503308004041

Cited by 12 publications

(9 citation statements)

References 46 publications

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“…In relation to our third objective, an important question raised by Cartwright’s (2002 , 2007 ) research bears on the domain-specificity of flexibility. Although most developmental research on flexibility does not consider the question of specificity, a few studies demonstrate that flexibility in matching tasks is highly dependent on the conceptual domain in question ( Bialystok and Martin, 2004 ; Blaye et al, 2007 ; Maintenant and Blaye, 2008 ; Foy and Mann, 2013 ). While Cartwright’s results could be considered as support for this view, the contrast between her reading-specific and general flexibility tasks were not entirely conclusive.…”

Section: Introductionmentioning

confidence: 99%

Cognitive flexibility predicts early reading skills

2014

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An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading.

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Section: Introductionmentioning

confidence: 99%

Cognitive flexibility predicts early reading skills

2014

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“…A chaque essai, les participants devaient associer l'image à droite avec l'une des trois images présentées à gauche et ainsi choisir entre un associé thématique (e.g., le dompteur), un associé taxonomique (e.g., la souris) et un nonassocié (e.g., le crayon). Adapté de Maintenant & Blaye (2008). Figure 5.…”

Section: Resultsunclassified

“…Score moyen (en pourcentage) selon l'âge et la version de l'épreuve (perceptive, sémantique spécifique, taxonomique ou thématique) pour la phase de bascule de l'épreuve de flexibilité catégorielle (graphique du haut) ; et pourcentage d'enfants réussissant l'épreuve selon l'âge et la relation testée en conceptualisation (graphique du bas). Adapté de Maintenant & Blaye (2008).…”

Section: Resultsunclassified

La représentation du but dans le contrôle exécutif chez l’enfant

Chevalier

Blaye

Maintenant

2014

Psychologie Française

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La représentation du but dans le contrôle exécutif 2 RésuméLe contrôle exécutif ne peut être exercé que guidé par les buts que l'individu souhaite atteindre. Au cours des dernières années, les travaux ont pointé le rôle central de la représentation du but non seulement dans le contrôle exécutif chez l'adulte mais aussi au cours de l'enfance. Cet article synthétise les travaux sur le maintien actif du but en mémoire de travail et sur la construction de la représentation du but à partir des indices disponibles dans l'environnement, en insistant sur le développement de ces capacités durant l'enfance. De plus, il montre également comment la prise en compte de la représentation des buts permet de comprendre les interactions entre les compétences exécutives et les connaissances conceptuelles. L'ensemble de ces travaux montre que le développement du contrôle exécutif ne repose pas exclusivement sur une capacité croissante à implémenter les conduites les plus appropriées, mais également et en grande partie sur une identification de plus en plus efficaces des conduites les plus appropriées.Mots-clés : contrôle exécutif, but, flexibilité cognitive, inhibition, développement.La représentation du but dans le contrôle exécutif 3 Abstract Implementation of executive control over thought and action can only be guided by

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“…The semantic relations used in the task should be clearly conceptualized to allow flexible use. In a study of the development of conceptual representation and semantic categorical flexibility in children (Maintenant & Blaye, 2008), we found that a semantic relation can be used flexibly at precisely the same age as this relation is conceptualized. Previous studies on categorization (Annett, 1959;Cicirelli, 1976;Denney & Lennon, 1972;Lin & Murphy, 2001;Pennequin et al, 2006;Smiley & Brown, 1979) and our previous results (Maintenant et al, 2011) suggest an asymmetry of access to the representation of taxonomic and thematic relations in contrast to the more symmetrical access to the shape, colour, or number relations involved in the WCST.…”

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confidence: 93%

“…To test whether unequal strength of association (Pennequin et al, 2006) between response options and targets could account for older adults' difficulty in the flexible use of taxonomic relations, participants were asked to estimate the strength of association of all the pairs of pictures involved in the main task. To determine whether or not the specific difficulty of older adults in the flexible use of taxonomic relations could be explained by difficulty conceptualizing the taxonomic relation, each participant carried out a conceptualization task (Maintenant & Blaye, 2008) with regard to the semantic relation involved in the categorical flexibility task (taxonomic and thematic).…”

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confidence: 99%

Predictors of semantic categorical flexibility in older adults

Maintenant

Blaye

Pennequin

et al. 2012

British J of Psychology

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This study investigated the processes involved in the aging of semantic categorical flexibility. A previous study revealed the effects of aging on the flexible use of taxonomic relations. We aimed to explain our previous results regarding the performance of older adults; we carried out investigations into the respective roles of executive and conceptual factors in semantic categorical flexibility. Fifty older adults carried out a semantic categorical flexibility task alongside conceptual and executive measures. The results replicate our previous findings and indicate that the predictors of the maintenance of the use of taxonomic relations are conceptual and the predictors of the switching from thematic to taxonomic relations are executive.

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Développement de la flexibilité catégorielle de 3 à 8 ans : rôle des aspects conceptuels

Cited by 12 publications

References 46 publications

Cognitive flexibility predicts early reading skills

Cognitive flexibility predicts early reading skills

La représentation du but dans le contrôle exécutif chez l’enfant

Predictors of semantic categorical flexibility in older adults

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