- Author
- Date
- 10-2014
- Title
- Preschoolers learn to switch with causally related feedback
- Journal
- Journal of Experimental Child Psychology
- Volume
- 126
- Pages (from-to)
- 91-102
- Document type
- Article
- Faculty
- Faculty of Social and Behavioural Sciences (FMG)
- Institute
- Psychology Research Institute (PsyRes)
- Abstract
-
Training cognitive flexibility in preschoolers is of great interest but is not easy to achieve. In three experiments, we studied the effects of feedback on preschoolers’ switch behavior with a computerized version of the Dimensional Change Card Sorting (DCCS) task. The task was designed such that feedback was connected to the stimulus and causally related to children’s behavior. Experiments 1 and 2 showed that children receiving feedback on their post-switch behavior performed better than children administered a standard (no feedback) DCCS task. This effect transferred to a subsequent standard DCCS task after 5 min and after 1 week. Experiment 3 showed that children switched to the new post-switch sorting rules and not to rules that oppose the pre-switch sorting rules. These results highlight preschoolers’ sensitivity to the design of feedback in learning an abstract rule.
- URL
- go to publisher's site
- Language
- English
- Persistent Identifier
- https://hdl.handle.net/11245/1.429934
- Downloads
-
van_Bers_et_al._2014b.pdf(Final published version)
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