Quand le transfert d’une stratégie cognitive devient efficace : une étude longitudinale entre 4 et 5 ans

Judgments of relevance in preschoolers: a study of training and transfer of self-cueing strategies

“…In this study, a self-cueing strategy produced with less effort, due to extensive training, may have required fewer cognitive resources, allowing children to dedicate more resources to properly identify the goal of the task. Our study therefore confirms the beneficial effect of explicit strategy training in children, and suggests that self-cueing strategy training can help children resist to the decrease of strategy efficiency at transfer that was observed in several studies ( Blöte et al, 1999 ; Clerc et al, 2017 , 2021 ). Admittedly, untrained children were also able to maintain in the transfer task the high level of goal identification that they exhibited at Post-test, speaking for a positive effect of mere repeated strategy use.…”

Cognitive flexibility and strategy training allow young children to overcome transfer-Utilization Deficiencies

“…Thus, this study provides the first direct evidence for t-UDs when transferring a rehearsal strategy across word-recall tasks. In fact, t-UDs previously had been explicitly detected only by two studies examining the transfer of selective attention (Clerc & Miller, 2013) or matching (Clerc et al, 2017) strategies (some older studies showed patterns of results that since have been interpreted as t-UDs [Bjorklund, Schneider, Cassel, & Ashley, 1994;DeMarie-Dreblow & Miller, 1988;De Corte, Verschaffel, & Van de Ven, 2001;Schwenck et al, 2009]). Also, in addition to showing the generality of t-UDs, our study provides additional evidence that demand on cognitive resources may be a mechanism underlying t-UDs, by comparing trained and untrained children.…”

“…Specifically, on the transfer tasks children showed high strategy production (at least equal to that in the initial task) but lower recall than in the initial task. Similarly, t-UDs also occurred among 4-year-olds making same-different judgments after using a matching strategy (Clerc, Rémy, & Leclercq, 2017). In this study, participants had to apply a matching strategy, in order to decide whether two series of seven elements were the same (judgment task).…”