Modeling, tuition, and sanction effects on self-control at different ages

LaVoie, Joseph C.; Anderson, K.S.; Fraze, Beth; Johnson, Kathy

doi:10.1016/0022-0965(81)90029-1

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…The current task, on the other hand, has a strong activating verbal element on each trial, likely making inhibition more difficult for children less than 3 years of age. Previous efforts to use the Simple Simon task with children (LaVoie et al , 1981; Strommen, 1973) did not address early development, probably because the classical ‘Simon Says’ task does not use separate sources for the activation and inhibition cues. Other tasks that might tap executive attention (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…A version of conflict appropriate for studies of young children is one in which children must respond to some commands but inhibit others. This task is similar to the classical ‘Simon Says’ game used with older children by Strommen (1973) and LaVoie, Anderson, Fraze and Johnson (1981). We have simplified this game by employing either puppets or stuffed animals as the go‐no‐go cues.…”

Section: Introductionmentioning

confidence: 99%

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Development of executive attention in preschool children

Jones

Rothbart

Posner

2003

Developmental Science

323

242

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The development of self-regulatory systems during the preschool years is accompanied by a dramatic increase in the ability to inhibit actions based on the directions of others. Several tasks have shown evidence of changes in self-regulation during the fourth year of life. The current cross-sectional study used a Simple Simon task, in which 33 3-to 4-year-old children were asked to respond to the command of one large toy animal but not to the command of another. Three important aspects of self-regulation were examined: the ability to inhibit action in the face of conflict, error detection/correction and the use of verbal and physical control strategies. The ability to inhibit a response in this task increased from 22% to 90% between 36 and 48 months of age. Post error slowing of Reaction Time (RT) indicative of error detection emerged at about the same age as successful inhibition. Physical rather than verbal self-regulation strategies were spontaneously employed by children to aid in the process of inhibition.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of executive attention in preschool children

Jones

Rothbart

Posner

2003

Developmental Science

323

242

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“…For instance, the Stroop Day-Night test aims to examine inhibition of prepotent verbal associations (e.g., Gerstadt et al, 1994). Other assessment tools, such as the Simon Says game (LaVoie, Anderson, Fraze, & Johnson, 1981;Strommen, 1973), rather examine the ability to respond to specific commands while inhibiting others. For the purpose of the following studies, the measure of inhibitory capacity was chosen to estimate the extent to which children can monitor the conflict between competing rule representations and inhibit the most salient (and inappropriate) representation.…”

Section: Studymentioning

confidence: 99%

The capacity to generate alternative ideas is more important than inhibition for logical reasoning in preschool-age children

Chantal

Markovits

2016

Mem Cogn

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There is little consensus about the nature of logical reasoning and, equally important, about how it develops. To address this, we looked at the early origins of deductive reasoning in preschool children. We examined the contribution of two factors to the reasoning ability of very young children: inhibitory capacity and the capacity to generate alternative ideas. In a first study, a total of 32 preschool children were all given generation, inhibition, and logical reasoning measures. Logical reasoning was measured using knowledge-based premises such as "All dogs have legs," and two different inferences: modus ponens and affirmation of the consequent. Results revealed that correctly reasoning with both inferences is not related to the measure of inhibition, but is rather related to the capacity to generate alternative ideas. In a second study, 32 preschool children were given either the generation or the inhibition task before the logical reasoning measure. Results showed that receiving the generation task beforehand significantly improved logical reasoning compared to the inhibition task given beforehand. Overall, these results provide evidence for the greater importance of idea generation in the early development of logical reasoning.

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“…They are asked to inhibit reading the word and instead name the color of the ink as fast as possible. In Simon Says tasks (LaVoie, Anderson, Fraze, & Johnson, 1981;Strommen, 1973), children are told simple commands ("Touch your nose!"). In one version used with preschoolers (Gerardi-Caulton, 2000) and school-aged children (Davidson, Amso, Anderson, & Diamond, 2006), children are instructed instead to press the left button in response to one animal and the right button in response to another animal.…”

Section: Executive Function Development In School-aged Children Adolmentioning

confidence: 99%