Developmental changes in using verbal self-cueing in task-switching situations: the impact of task practice and task-sequencing demands
| Autor: | Jutta eKray, Hanna eGaspard, Julia eKarbach, Agnès eBlaye |
|---|---|
| Přispěvatelé: | Department of Psychology, Development of Language, Learning and Action, Laboratoire de psychologie cognitive (LPC), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), ANR-07-FRAL-0015,Lifespan,Lifespan Development in Cognitive Flexibility: Components of Flexibility and Their Relations To Language and Working Memory(2007), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU) |
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: |
Task switching
lcsh:BF1-990 behavioral disciplines and activities 050105 experimental psychology working memory Developmental psychology Task (project management) Psychology 0501 psychology and cognitive sciences Original Research Article Beneficial effects General Psychology childhood Age differences Working memory 05 social sciences verbal self-cueing task switching practice lcsh:Psychology If and only if verbal self-instructions [SCCO.PSYC]Cognitive science/Psychology psychological phenomena and processes 050104 developmental & child psychology Cognitive psychology |
| Zdroj: | Frontiers in Psychology Frontiers in Psychology, 2013, 4, doi: 10.3389/fpsyg.2013.00940. ⟨10.3389/fpsyg.2013.00940⟩ Frontiers in Psychology, Frontiers, 2013, 4, doi: 10.3389/fpsyg.2013.00940. ⟨10.3389/fpsyg.2013.00940⟩ Frontiers in Psychology, Vol 4 (2013) |
| ISSN: | 1664-1078 |
| DOI: | 10.3389/fpsyg.2013.00940 |
| Popis: | International audience; In this study we examined whether developmental changes in using verbal self-cueing for task-goal maintenance are dependent on the amount of task practice and task-sequencing demands. To measure task-goal maintenance we applied a switching paradigm in which children either performed only task A or B in single-task blocks or switched between them on every second trial in mixed-task blocks. Task-goal maintenance was determined by comparing the performance between both blocks (mixing costs). The influence of verbal self-cueing was measured by instructing children to either name the next task aloud or not to verbalize during task preparation. Task-sequencing demands were varied between groups whereas one group received spatial task cues to support keeping track of the task sequence, while the other group did not. We also varied by the amount of prior practice in task switching while one group of participants practiced task switching first, before performing the task naming in addition, and the other group did it vice versa. Results of our study investigating younger (8-10 years) and older children (11-13 years) revealed no age differences in beneficial effects of verbal self-cueing. In line with previous findings, children showed reduced mixing costs under task-naming instructions and under conditions of low task-sequence demands (with the presence of spatial task cues). Our results also indicated that these benefits were only obtained for those groups of children that first received practice in task switching alone with no additional verbalization instruction. These findings suggest that internal task-cueing strategies can be efficiently used in children but only if they received prior practice in the underlying task so that demands on keeping and coordinating various instructions are reduced. Moreover, children benefitted from spatial task cues for better task-goal maintenance only if no verbal task-cueing strategy was introduced first. |
| Databáze: | OpenAIRE |
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