ArticleCognitive development
Not all labels develop equally: The role of labels in guiding attention to dimensions.
Article in Cognitive development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Executive functions in preschool and school-age cochlear implant users: do they differ from their hearing peers? A systematic review and meta-analysis.European archives of oto-rhino-laryngology : official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS) : affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery · 2024Pooled it
- Dynamic Field Theory of Executive Function: Identifying Early Neurocognitive Markers.Monographs of the Society for Research in Child Development · 2024Article
- The shifting shelf task: a new, non-verbal measure for attentional set shifting.Proceedings. Biological sciences · 2023Article
- Dimensional label learning contributes to the development of executive functions.Scientific reports · 2022Article
- Cross-modal perception of identity by sound and taste in bottlenose dolphins.Science advances · 2022Article
- A Dynamical Reconceptualization of Executive-Function Development.Perspectives on psychological science : a journal of the Association for Psychological Science · 2021Article
Corrections and comments
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2 authors.
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Abstract
The emergence of cognitive flexibility is a central aspect of cognitive development during early childhood. Cognitive flexibility is often probed using verbal rules to instruct behavior. In this study, the types of labels that were provided during instruction were manipulated. In one condition, children were instructed in the standard manner with dimensional labels (e.g., "shape") and featural labels (e.g., "star"). In a second condition, children were provided only with dimensional labels. When switching to color, 4-year-olds performed equally well regardless of the type of instruction. However, when switching to shape, children perseverated at a significantly higher rate when only dimensional labels were provided. These results suggest that children's understanding of labels is a critical aspect of developing cognitive flexibility and that their understanding of the labels "shape" and "color" are different.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.