LUCENET, Joanna; BALYE, Agnes

doi:10.1016/j.cogdev.2019.05.001

Laboratoire de psychologie [LabPsy]

BALYE, Agnes
Aix Marseille Université [AMU]

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Article de revue

Ce document a été publié dans

Cognitive Development. 2019-04-01, vol. 50, p. 167-176

Résumé en anglais

Setting goals in advance of upcoming tasks is a critical aspect of proactive control. Using this mode of control is particularly challenging in young children, and increases in efficiency during school years. We tested the extent to which two self-cueing strategies can help kindergarteners, first- and fourth graders to set the goal in advance in a cued task-switching paradigm. Whether requesting verbal labeling of the task cue is necessary to induce proactive control was also investigated. Children were assigned to one of three conditions: they were required to be silent, or to identify the relevant task goal by labeling out loud the task name or by pointing at one of two pictorial representations of the task goals. Error rates showed that both strategies helped kindergarteners and first graders to engage in advance preparation. This finding suggests that prompting children to build an explicit representation of the goal is critical in boosting proactive control. It is discussed in terms of the mechanisms underlying this mode of control.< Réduire

Mots clés en anglais

Development

Preschooler

Behavioral-choice

Proactive control

Task-switching

Goal-setting

URI

https://oskar-bordeaux.fr/handle/20.500.12278/200759

DOI

http://dx.doi.org/10.1016/j.cogdev.2019.05.001

Unités de recherche

Laboratoire de psychologie (LabPsy) - UR 4139

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What do I do next? The influence of two self-cueing strategies on children’s engagement of proactive control

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