An age-related dissociation between knowing rules and using them |
| |
Institution: | 1. Institute of Cognitive Sciences Marc Jeannerod, Lyon, France;2. Department of Human Biology, University of Lyon 1 Claude Bernard, Lyon, France;3. Cognitive Neuroscience Laboratory, Brain Injury Research, Shirley Ryan AbilityLab, Chicago, IL, United States;4. Department of Physical Medicine and Rehabilitation, Northwestern University, Evanston, IL, United States |
| |
Abstract: | Four experiments examined children's ability to use their knowledge to guide their behavior in a dimensional change (color-shape) card sort. In Experiment 1, 3- and 4-year-olds were told to sort cards first by one dimension (e.g., color: “Yellow ones go here; green ones go there”) and then by the other. The majority of 3-year-olds continued to use the preswitch rules on the postswitch phase, despite expressing knowledge of the postswitch rules by pointing to the appropriate location when asked about each rule. Experiment 2 found that this dissociation between knowledge and its use occurs even after a single preswitch trial. Experiments 3 and 4 demonstrated that the dissociation also occurs when verbal rather than manual responses are required. Together, the findings indicate that knowing rules is sometimes insufficient to permit their use. According to the cognitive complexity and control theory, the growth of reflection between 3 and 5 years of age underlies increases in control over thought and action by allowing children to integrate incompatible pairs of rules into a single rule system. |
| |
Keywords: | |
本文献已被 ScienceDirect 等数据库收录! |
|