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What do I do next? The influence of two self-cueing strategies on children’s engagement of proactive control
| dc.rights.license | open | en_US |
| hal.structure.identifier | Laboratoire de psychologie [LabPsy] | |
| dc.contributor.author | LUCENET, Joanna
IDREF: 179507591 | |
| hal.structure.identifier | Aix Marseille Université [AMU] | |
| dc.contributor.author | BALYE, Agnes | |
| dc.date.accessioned | 2024-07-05T12:55:28Z | |
| dc.date.available | 2024-07-05T12:55:28Z | |
| dc.date.issued | 2019-04-01 | |
| dc.identifier.issn | 0885-2014 | en_US |
| dc.identifier.uri | oai:crossref.org:10.1016/j.cogdev.2019.05.001 | |
| dc.identifier.uri | https://oskar-bordeaux.fr/handle/20.500.12278/200759 | |
| dc.description.abstractEn | 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. | |
| dc.language.iso | EN | en_US |
| dc.rights | Attribution-NonCommercial 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc/3.0/us/ | * |
| dc.source | crossref | |
| dc.subject.en | Development | |
| dc.subject.en | Preschooler | |
| dc.subject.en | Behavioral-choice | |
| dc.subject.en | Proactive control | |
| dc.subject.en | Task-switching | |
| dc.subject.en | Goal-setting | |
| dc.title.en | What do I do next? The influence of two self-cueing strategies on children’s engagement of proactive control | |
| dc.title.alternative | Cogn. Dev. | en_US |
| dc.type | Article de revue | en_US |
| dc.identifier.doi | 10.1016/j.cogdev.2019.05.001 | en_US |
| dc.subject.hal | Sciences du Vivant [q-bio]/Neurosciences [q-bio.NC]/Psychologie et comportements | en_US |
| bordeaux.journal | Cognitive Development | en_US |
| bordeaux.page | 167-176 | en_US |
| bordeaux.volume | 50 | en_US |
| bordeaux.hal.laboratories | Laboratoire de psychologie (LabPsy) - UR 4139 | en_US |
| bordeaux.institution | Université de Bordeaux | en_US |
| bordeaux.peerReviewed | oui | en_US |
| bordeaux.inpress | non | en_US |
| bordeaux.import.source | dissemin | |
| hal.popular | non | en_US |
| hal.audience | Internationale | en_US |
| hal.export | false | |
| workflow.import.source | dissemin | |
| dc.rights.cc | CC BY-NC | en_US |
| bordeaux.COinS | ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Cognitive%20Development&rft.date=2019-04-01&rft.volume=50&rft.spage=167-176&rft.epage=167-176&rft.eissn=0885-2014&rft.issn=0885-2014&rft.au=LUCENET,%20Joanna&BALYE,%20Agnes&rft.genre=article |
