When children succeed in changing their responses: Insights from three versions of a flexible categorization task

References

• 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, 241–249.10.1016/j.jecp.2009.01.002
   Google Scholar
• Bonthoux, F., & Berger, C. (2001). Role of perceptual and conceptual properties in 5-year-olds’ reasoning: Categorization tasks with instruction based on objects or object properties. Current Psychology Letters: Behaviour, Brain, and Cognition, 3, 27–40.
   Google Scholar
• Boroditsky, L., Neville, H., Karns, C., Markman, A. B., & Spivey, M. J. (2010). Flux: Fundamental or frivolous. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd annual meeting of the Cognitive Science Society (pp. 2918–2919). Austin, TX: Cognitive Science Society.
   Google Scholar
• Buss, A. T., & Spencer, J. P. (2014). The emergent executive: A dynamic field theory of the development of executive function. Monographs of the Society for Research in Child Development, 79, vii–103.
   Google Scholar
• Cragg, L., & Chevalier, N. (2012). The processes underlying flexibility in childhood. The Quarterly Journal of Experimental Psychology, 65, 209–232.10.1080/17470210903204618
   Google Scholar
• Deak, 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, 157–191.10.1207/S15327647JCD010202
   Google Scholar
• Deák, G. O., & Narasimham, G. (2014). Young children’s flexible use of semantic cues to word meanings: Converging evidence of individual and age differences. Journal of Child Language, 41, 511–542.10.1017/S030500091200075X
   Google Scholar
• Deák, G. O., Ray, S. D., & Pick, A. D. (2004). Effects of age, reminders, and task difficulty on young children’s rule-switching flexibility. Cognitive Development, 19, 385–400.10.1016/j.cogdev.2004.05.002
   Google Scholar
• Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. I. M. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70–95). New York, NY: Oxford University Press.10.1093/acprof:oso/9780195169539.001.0001
   Google Scholar
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.10.1146/annurev-psych-113011-143750
   Google Scholar
• Diesendruck, G., & Shatz, M. (2001). Two-year-olds’ recognition of hierarchies: Evidence from their interpretation of the semantic relation between object labels. Cognitive Development, 16, 577–594.10.1016/S0885-2014(01)00047-8
   Google Scholar
• Doebel, S., & Zelazo, P. D. (2015). A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children. Developmental Review, 38, 241–268.10.1016/j.dr.2015.09.001
   Google Scholar
• Fisher, A. V. (2011). Automatic shifts of attention in the Dimensional Change Card Sort task: Subtle changes in task materials lead to flexible switching. Journal of Experimental Child Psychology, 108, 211–219.10.1016/j.jecp.2010.07.001
   Google Scholar
• Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483–527.10.1016/0885-2014(95)90024-1
   Google Scholar
• Gasser, M., & Smith, L. B. (1998). Learning nouns and adjectives: A connectionist account. Language and Cognitive Processes, 13, 269–306.10.1080/016909698386537
   Google Scholar
• Hanania, R. (2010). Two types of perseveration in the Dimension Change Card Sort task. Journal of Experimental Child Psychology, 107, 325–336.10.1016/j.jecp.2010.05.002
   Google Scholar
• Hanania, R., Ionescu, T., & Smith, L. B. (2010, August). Dimension word knowledge and flexible attention shifting. Poster presented at CogSci 2010: The annual meeting of the Cognitive Science Society, Portland, OR.
   Google Scholar
• Hanania, R., & Smith, L. B. (2010). Selective attention and attention switching: Towards a unified developmental approach. Developmental Science, 13, 622–635.
   Google Scholar
• Holt, A. E., & Deák, G. (2015). Children’s task-switching efficiency: Missing our cue? Journal of Cognition and Development, 16, 261–285.10.1080/15248372.2013.833921
   Google Scholar
• Ionescu, T. (2009, April). Attending to dimensions: Words, flexible categorization, and cognitive flexibility. Paper presented at the SRCD biennial meeting, Denver, CO.
   Google Scholar
• Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30, 190–200.10.1016/j.newideapsych.2011.11.001
   Google Scholar
• Ionescu, T., Hanania, R., & Smith, L. B. (2011, March). Influence of the number of exemplars from a given category on preschoolers’ cognitive flexibility with dimensions. Poster presented at the SRCD biennial meeting. Montreal, Canada.
   Google Scholar
• Jordan, P. L., & Morton, J. B. (2008). Flankers facilitate 3-year-olds’ performance in a card-sorting task. Developmental Psychology, 44, 265–274.10.1037/0012-1649.44.1.265
   Google Scholar
• Kirkham, N. Z., Cruess, L., & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6, 449–467.10.1111/desc.2003.6.issue-5
   Google Scholar
• Kloo, D., Perner, J., Kerschhuber, A., Dabernig, S., & Aichhorn, M. (2008). Sorting between dimensions: Conditions of cognitive flexibility in preschoolers. Journal of Experimental Child Psychology, 100, 115–134.10.1016/j.jecp.2007.12.003
   Google Scholar
• Müller, U., & Kerns, K. (2015). The development of executive function. In L. S. Liben & U. Müller (Vol. Eds.), R. M. Lerner (Series Ed.), Handbook of child psychology and developmental science, Vol. 2: Cognitive processes (7th ed., pp. 571–623). Hoboken, NJ: Wiley.
   Google Scholar
• Müller, U., Zelazo, P. D., Lure, L. E., & Lieberman, D. P. (2008). The effect of labeling on preschool children’s performance in the Dimensional Change Card Sort. Cognitive Development, 23, 395–408.10.1016/j.cogdev.2008.06.001
   Google Scholar
• Nguyen, S. P., & Murphy, G. L. (2003). An apple is more than just a fruit: Cross-classification in children’s concepts. Child Development, 74, 1783–1806.10.1046/j.1467-8624.2003.00638.x
   Google Scholar
• Perone, S., Molitor, S. J., Buss, A. T., Spencer, J. P., & Samuelson, L. K. (2015). Enhancing the executive functions of 3-year-olds in the Dimensional Change Card Sort Task. Child Development, 86, 812–827.10.1111/cdev.12330
   Google Scholar
• Perry, L. K. (2015). To have and to hold: Looking vs. touching in the study of categorization. Frontiers in Psychology, 6.
   Google Scholar
• Perry, L. K., Samuelson, L. K., & Burdinie, J. B. (2014). Highchair philosophers: The impact of seating context-dependent exploration on children’s naming biases. Developmental Science, 17, 757–765.10.1111/desc.2014.17.issue-5
   Google Scholar
• Smith, L. B. (1984). Young children’s understanding of attributes and dimensions: A comparison of conceptual and linguistic measures. Child Development, 55, 363–380.10.2307/1129949
   Google Scholar
• Waxman, S. R., & Namy, L. L. (1997). Challenging the notion of a thematic preference in young children. Developmental Psychology, 33, 555–567.10.1037/0012-1649.33.3.555
   Google Scholar
• Yee, E., & Thompson-Schill, S. L. (2016). Putting concepts into context. Psychonomic Bulletin & Review, 23, 1015–1027.10.3758/s13423-015-0948-7
   Google Scholar
• Yerys, B. E., & Munakata, Y. (2006). When labels hurt but novelty helps: Children’s perseveration and flexibility in a card-sorting task. Child Development, 77, 1589–1607.10.1111/cdev.2006.77.issue-6
   Google Scholar
• Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., … Carlson, S. M. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68, i–151.10.1111/mono.2003.68.issue-3
   Google Scholar