360
Views
10
CrossRef citations to date
0
Altmetric
Original Articles

Children's Task-Switching Efficiency: Missing Our Cue?

&

REFERENCES

  • Alloway, T. P., Gathercole, S. E., Adams, A. M., Willis, C., Eaglen, Y, & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23, 417–426.
  • Allport, A., Styles, E. A., & Hsieh, S. (1994). Shifting intentional set: Exploring the dynamic control of tasks. In C. Umilta & M. Moscovitch (Eds.), Attention and performance XV (pp. 421–452). Cambridge, MA: MIT Press.
  • Anderson, S. W., Damasio, H., Jones, R. D., & Tranel, D. (1991). Wisconsin Card Sorting Test performance as a measure of frontal lobe damage. Journal of Clinical and Experimental Neuropsychology, 13, 909–922.
  • Arrington, C. M., Logan, G. D., & Schneider, D. W. (2007). Separating cue encoding from target processing in the explicit task-cuing procedure: Are there ‘true’ task switch effects? Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 484–502.
  • Berwid, O. G., Curko Kera, E. A., Marks, D. J., Santra, A., Bender, H. A., & Halperin, H. M. (2005). Sustained attention and response inhibition in young children at risk for attention deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry, 46, 1219–1229.
  • Blackwell, K. A., Cepeda, N. J., & Munakata, Y. (2009). When simple things are meaningful: Working memory strength predicts children's cognitive flexibility. Journal of Experimental Child Psychology, 103, 241–249.
  • Bohlmann, N. L., & Fenson, L. (2005). The effect of feedback on perseverative errors in preschool children. Journal of Cognition and Development, 6, 119–131.
  • Bornstein, M. H. (1985). On the development of color naming in young children: Data and theory. Brain and Language, 26, 72–93.
  • Cepeda, N. J., Cepeda, M. L., & Kramer, A. F. (2000). Task switching and attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 213–226.
  • Cepeda, N. J., Kramer, A. F., & Gonzalez de Sather, J. C. M. (2001). Changes in executive control across the life span: Examination of task switching performance. Developmental Psychology, 37, 715–730.
  • Cepeda, N. J., & Munakata, Y. (2007). Why do children perseverate when they seem to know better: Graded working memory or directed inhibition? Psychonomic Bulletin and Review, 14, 1058–1065.
  • Chevalier, N., & Blaye, A. (2009). Setting goals to switch between tasks: Effects of cue transparency on children's cognitive flexibility. Developmental Psychology, 45, 782–797.
  • Chevalier, N., Blaye, A., Dufau, S., & Lucenet, J. (2010). What visual information do children and adults consider while switching between tasks? Eye-tracking investigation of cognitive flexibility development. Developmental Psychology, 46, 955–972.
  • Cohen, M. E., & Ross, L. (1978). Latency and accuracy characteristics of saccades and corrective saccades in children and adults. Journal of Experimental Child Psychology, 26, 517–527.
  • Cragg, L., & Nation, K. (2009). Shifting development in mid-childhood: The influence of between-task interference. Developmental Psychology, 45, 1465–1479.
  • Crone, E. A., Bunge, S. A., van der Molen, M. W., & Ridderinkhof, K. R. (2006). Switching between tasks and responses: A developmental study. Developmental Science, 9, 278–287.
  • Crone, E. A., Somsen, R. J., Zanolie, K., & van der Molen, M. W. (2006). A heart rate analysis of developmental change in feedback processing and rule shifting from childhood to early adulthood. Journal of Experimental Child Psychology, 95, 99–116.
  • Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037–2078.
  • Deák, G. O. (2000). The growth of flexible problem solving: Preschool children use changing verbal cues to infer multiple word meanings. Journal of Cognition and Development, 1, 157–192.
  • Deák, G. O. (2003). The development of cognitive flexibility and language abilities. In R. Kail (Ed.), Advances in child development and behavior (Vol. 31, pp. 271–327). San Diego, CA: Academic.
  • Deák, G. O., & Narasimham, G. (2003). Is perseveration caused by inhibition failure? Evidence from preschool children's inferences about word meanings. Journal of Experimental Child Psychology, 86, 194–222.
  • Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: cognitive functions, anatomy, and biochemistry. New York: Oxford University Press.
  • Diamond, A. (2009). All or none hypothesis: A global-default mode that characterizes the brain and mind. Developmental Psychology, 45(1), 130.
  • Diamond, A., Carlson, S. M., & Beck, D. M. (2005). Preschool children's performance in task switching on the Dimensional Change Card Sort Task: Separating the dimensions aids the ability to switch. Developmental Neuropsychology, 28, 689–729.
  • Diamond, A., & Kirkham, N. (2005). Not quite as grown-up as we like to think: Parallels between cognition in childhood and adulthood. Psychological Science, 16, 291–297.
  • Diamond, A., & Taylor, C. (1996). Development of an aspect of executive control: Development of the ability to remember what I said and to ‘Do as I say, not as I do’. Developmental Psychobiology, 29, 315–334.
  • Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.
  • Ellefson, M. R., Shapiro, L. R., & Chater, N. (2006). Asymmetrical switch costs in children. Cognitive Development, 21, 108–130.
  • Emerson, M., & Miyake, A. (2003). The role of inner speech in task switching: A dual-task investigation. Journal of Memory and Language, 48, 148–168.
  • Forstman, B. U., Brass, M., & Koch, I. (2007). Methodological and empirical issues when dissociating cue-related from task-related processes in the explicit task-cuing procedure. Psychological Research, 71, 393–400.
  • Friedman, N. P., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent variable analysis. Journal of Experimental Psychology: General, 133, 101–135.
  • Gathercole, S. E., & Pickering, S. J. (2000). Assessment of working memory in children. Journal of Education Psychology, 92, 377–390.
  • Grange, J. A., & Houghton, G. (2010). Cue-switch costs in task-switching: Cue priming or control processes? Psychological Research, 74, 481–490.
  • Gupta, B. R., Kar, N., & Srinivasan, N. (2009). Development of task switching and post-error slowing in children. Behavioral and Brain Functions, 5, 38. http://link.springer.com/article/10.1186%2F1744-9081-5-38#page-1.
  • Hale, S. (1990). A global developmental trend in cognitive processing speed. Child Development, 61, 653–663.
  • Hanania, R., & Smith, L. B. (2010). Selective attention and attention switching: Towards a unified developmental approach. Developmental Science, 13, 622–635.
  • Huizinga, M., Dolan, C. V., & van der Molen, M. W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017–2036.
  • Huizinga, M., & van der Molen, M. W. (2010). Task-switching and shifting between stopping and going: Developmental changes in between trial control adjustments. The effect of feedback on perseverative errors in preschool children. Journal of Experimental Child Psychology, 108, 484–503.
  • Kail, R. (1991). Processing speed declines exponentially during childhood and adolescence. Developmental Psychology, 27, 259–266.
  • Kail, R. 1993. Processing time decreases globally at an exponential rate during childhood and adolescence. Journal of Experimental Psychology, 56, 254–265.
  • Kail, R., & Salthouse, T. A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86, 199–225.
  • Karbach, J., & Kray, J. (2007). Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood. Journal of Cognition and Development, 8, 205–236.
  • Karbach, J., & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science, 12, 978–990.
  • Kirkham, N., Creuss, L., & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6, 449–476.
  • Kray, J., Eber, J., & Karbach, J. (2008). Verbal self? instructions in task switching: a compensatory tool for action? control deficits in childhood and old age?. Developmental Science, 11(2), 223–236.
  • Kray, J., Eber, J., & Lindenberger, U. (2004). Age differences in executive functioning across the lifespan: The role of verbalization in task preparation. Acta Psychologica, 115, 143–165.
  • Lehto, J. E., Juujärvi, P., Kooistra, L., & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59–80.
  • Logan, G. D., & Schneider, D. W. (2007). Task switching versus cue switching: Using transition cuing to disentangle sequential effects in task-switching performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 370–378.
  • Luria, A. R. (1966). Higher cortical functions in man. New York, NY: Basic.
  • Mayr, U. (2006). What matters in the cued task-switching paradigm: Tasks or cues? Psychonomic Bulletin and Review, 13, 794–799.
  • Meiran, N. (1996). Reconfiguration of processing mode prior to task performance. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 1423–1442.
  • Mesulam, M. M. (1985). Principles of behavioral neurology. Philadelphia, PA: E. A. Davis.
  • Miyake, A., Emerson, M. J., Padilla, F., & Ahn, J. C. (2004). Inner speech as a retrieval aid for task goals: The effects of cue type and articulatory suppression in a random task cuing paradigm. Acta Psychologica, 115, 123–143.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.
  • Monsell, S. (2003). Task switching. Trends in Cognitive Sciences, 7, 134–140.
  • Monsell, S., Yeung, N., & Azuma, R. (2000). Reconfiguration of task-set: Is it easier to switch to the weaker task? Psychological Research, 63, 250–264.
  • Morton, J. B., & Munakata, Y. (2002). Active versus latent representations: A neural network model of perseveration, dissociation, and decalage. Developmental Psychobiology, 40, 255–265.
  • Munakata, Y. (2001). Graded representations in behavioral dissociations. Trends in Cognitive Science, 9, 153–158.
  • Munakata, Y., & Yerys, B. (2001). All together now: When dissociations between knowledge and action disappear. Psychological Science, 12, 335–337.
  • Munakata, Y., & Yerys, Y. (2006). When labels help but novelty hurts: Children's perseveration and flexibility in a card sort task. Child Development, 77, 1589–1607.
  • Narasimham, G., Deák, G. O., & Cepeda, N. J. (2013). Measuring age and individual variability in task switching flexibility: The Three Dimension Changes Card Sorting Test (3DCCS). In press.
  • Perner, J., & Lang, B. (2002). What causes 3-year olds’ difficulty on the Dimensional Change Card Sorting Task? Infant and Child Development, 11, 93–105.
  • Ratcliff, R. (1993). Methods for dealing with reaction time outliers. Psychological Bulletin, 114, 510–532.
  • Salthouse, T. A. (1996). The processing speed theory of adult age differences in cognition. Psychological Review, 103, 403–428.
  • Simpson, A., & Riggs, K. J. (2007a). Conditions under which children experience inhibitory difficulty with a ‘button-press’ go/no-go task. Journal of Experimental Child Psychology, 91, 18–26.
  • Simpson, A., & Riggs, K. J. (2007b). Under what conditions do young children have difficulty inhibiting manual actions? Developmental Psychology, 43, 417–428.
  • Span, M. M., Ridderinkhof, K. R., & van der Molen, M. (2004). Age-related changes in the efficiency of cognitive processing across the life span. Acta Psychologica, 117, 155–183.
  • Vurpillot, E. (1968). The development of scanning strategies and their relation to visual differentiation. Journal of Experimental Child Psychology, 6, 632–650.
  • Wechsler, D. (1981). Wechsler Adult Intelligence Scale-Revised manual. New York, NY: Harcourt Brace Jovanovich.
  • Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44(2), 575.
  • Woodcock, R. W., & Johnson, M. B. (1989). Woodcock- Johnson Psycho-Educational Battery Revised. Allen, TX: DLM Teaching Resources.
  • Wu, K. K., Chan, S. K., Leung, P. W. L., Liu, W. S., Leung, F. L. T., & Ng, R. (2011). Components and developmental differences of executive functioning for school-aged children. Developmental Neuropsychology, 36, 319–337.
  • Wylie, G., & Allport, A. (2000). Task switching and the measurement of ‘switch costs’. Psychological Research/Psychologische Forschung, 63, 212–233.
  • Yehene, E., & Meiran, N. (2007). Is there a general task switching ability? Acta Psychologica, 126, 169–195.
  • Zelazo, P. D. (2006). The dimensional change card sort (DCCS): A method of assessing executive function in children. Nature Protocols, (1), 297–301.
  • Zelazo, P. D., & Frye, D. (1996). Cognitive complexity and control: A theory of the development of deliberate reasoning and intentional control. In M. Stamenov (Ed.), Language structure, discourse, and the access to consciousness. Amsterdam, The Netherlands: John Benjamins.
  • Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37–63.
  • Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68( 3, Serial No. 274).

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.