The role of goal representation in preschoolers’ flexibility and inhibition

Blaye, Agnès; Chevalier, Nicolas

doi:10.1016/j.jecp.2010.09.006

Cited by 58 publications

(52 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Even if children then responded impulsively, this would still lead to good performance because the unreflective prepotent response from this task goal would be to select the optimal response option-the empty box. This view has a common cause with other studies noting that goal-setting is a critical aspect of developing executive control during the preschool years (e.g., Blaye & Chevalier, 2011;Towse, Lewis, & Knowles, 2007). The current findings provide important insights into ways in which performance on some tasks may be influenced by children's ability to set the appropriate goals for themselves.…”

Section: Discussionsupporting

confidence: 78%

How do alternative ways of responding influence 3- and 4-year-olds’ performance on tests of executive function and theory of mind?

Carroll

Riggs

Apperly

et al. 2012

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 78%

How do alternative ways of responding influence 3- and 4-year-olds’ performance on tests of executive function and theory of mind?

Carroll

Riggs

Apperly

et al. 2012

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

“…In a more systematic investigation of the contribution of WM (actually measured with a verbal span task) to the costs of cognitive flexibility in preschoolers, Chevalier and collaborators (2012) showed that after 4½ years of age, verbal STM was associated with specific costs on the same Shape School task. This evidence was related to the crucial role of verbal memory in the identification and maintenance of task goals necessary for performance on the flexibility tasks (Blaye and Chevalier, 2011). …”

Section: Discussionmentioning

confidence: 97%

Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children

et al. 2014

View full text Add to dashboard Cite

It has been conjectured that basic individual differences in attentional control influence higher-level executive functioning and subsequent academic performance in children. The current study sets out to complement the limited body of research on early precursors of executive functions (EFs). It provides both a cross-sectional, as well as a longitudinal exploration of the relationship between EF and more basic attentional control mechanisms, assessed via children's performance on memory storage tasks, and influenced by individual differences in anxiety. Multiple measures of verbal and visuospatial short-term memory (STM) were administered to children between 3 and 6 years old, alongside a non-verbal measure of intelligence, and a parental report of anxiety symptoms. After 9 months, children were re-tested on the same STM measures, at which time we also administered multiple measures of executive functioning: verbal and visuospatial working memory (WM), inhibition, and shifting. A cross-sectional view of STM development indicated that between 3 and 6 years the trajectory of visuospatial STM and EF underwent a gradual linear improvement. However, between 5 and 6 years progress in verbal STM performance stagnated. Hierarchical regression models revealed that trait anxiety was negatively associated with WM and shifting, while non-verbal intelligence was positively related to WM span. When age, gender, non-verbal intelligence, and anxiety were controlled for, STM (measured at the first assessment) was a very good predictor of overall executive performance. The models were most successful in predicting WM, followed by shifting, yet poorly predicted inhibition measures. Further longitudinal research is needed to directly address the contribution of attentional control mechanisms to emerging executive functioning and to the development of problematic behavior during early development.

show abstract

“…This effect is substantial in magnitude (about 15-point difference in percent correct) and robust across studies (Blaye & Chevalier, 2011;Chevalier & Blaye, 2009;Chevalier, Wiebe, Huber, & Espy, 2011;Towse, Lewis, & Knowles, 2007). By ages 7 and 9, children's performance becomes progressively less dependent on cue transparency, suggesting important improvement in cue processing and goal identification (Chevalier & Blaye, 2009).…”

Section: Better Processing Of Environmental Cuesmentioning

confidence: 67%

Executive Function Development

Chevalier

2015

Curr Dir Psychol Sci

Self Cite

View full text Add to dashboard Cite

Executive function developmentCitation for published version: Chevalier, N 2015, 'Executive function development: Making sense of the environment to behave adaptively' Current Directions in Psychological Science, vol. 24, no. 5, General rightsCopyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policyThe University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact openaccess@ed.ac.uk providing details, and we will remove access to the work immediately and investigate your claim.

show abstract

The role of goal representation in preschoolers’ flexibility and inhibition

Cited by 58 publications

References 61 publications

How do alternative ways of responding influence 3- and 4-year-olds’ performance on tests of executive function and theory of mind?

How do alternative ways of responding influence 3- and 4-year-olds’ performance on tests of executive function and theory of mind?

Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children

Executive Function Development

Contact Info

Product

Resources

About