Shifting Development in Mid-Childhood: The Influence of Between-Task Interference
Performance on the task-switching paradigm is greatly affected by the amount of conflict between tasks. Compared to adults, children appear to be particularly influenced by this conflict, and this suggests that the ability to resolve interference between tasks improves with age. The authors used the...
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| Veröffentlicht in: | Developmental psychology 2009-09, Vol.45 (5), p.1465-1479 |
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| creator | Cragg, Lucy Nation, Kate |
| description | Performance on the task-switching paradigm is greatly affected by the amount of conflict between tasks. Compared to adults, children appear to be particularly influenced by this conflict, and this suggests that the ability to resolve interference between tasks improves with age. The authors used the task-switching paradigm to investigate how this ability develops in mid-childhood. Experiment 1 compared the ability of 5- to 8-year-olds and of 9- to 11-year-olds to switch between decisions about the color and shape of an object. The 5- to 8-year-olds were slower to switch task and experienced more interference from the irrelevant task than did the 9- to 11-year-olds, which suggests a developmental improvement in resolving conflict between tasks during mid-childhood. In Experiment 2, the influence of stimulus and response interference at different ages was examined by separating the color and shape dimensions of the stimulus and reducing overlap between responses. The results support the development of conflict resolution in task switching during mid-childhood. They also revealed that a complex interplay of factors, including the tasks used and previous experience with the task, affected children's shifting performance. |
| doi_str_mv | 10.1037/a0015360 |
| format | Article |
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Compared to adults, children appear to be particularly influenced by this conflict, and this suggests that the ability to resolve interference between tasks improves with age. The authors used the task-switching paradigm to investigate how this ability develops in mid-childhood. Experiment 1 compared the ability of 5- to 8-year-olds and of 9- to 11-year-olds to switch between decisions about the color and shape of an object. The 5- to 8-year-olds were slower to switch task and experienced more interference from the irrelevant task than did the 9- to 11-year-olds, which suggests a developmental improvement in resolving conflict between tasks during mid-childhood. In Experiment 2, the influence of stimulus and response interference at different ages was examined by separating the color and shape dimensions of the stimulus and reducing overlap between responses. The results support the development of conflict resolution in task switching during mid-childhood. They also revealed that a complex interplay of factors, including the tasks used and previous experience with the task, affected children's shifting performance.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/a0015360</identifier><identifier>PMID: 19702406</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Age Differences ; Age Factors ; Analysis of Variance ; Attention - physiology ; Biological and medical sciences ; Child ; Child Development ; Child psychology ; Child, Preschool ; Childhood ; Childhood Development ; Children ; Cognitive Ability ; Cognitive development ; Cognitive Processes ; Color ; Color Perception - physiology ; Conflict ; Conflict (Psychology) ; Conflict Resolution ; Cues ; Developmental psychology ; Executive Function ; Experiments ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Interference ; Male ; Neuropsychological Tests ; Pattern Recognition, Visual - physiology ; Photic Stimulation - methods ; Psychological factors ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reaction Time - physiology ; Stimulus ; Task Analysis ; Task performance ; Task Performance and Analysis</subject><ispartof>Developmental psychology, 2009-09, Vol.45 (5), p.1465-1479</ispartof><rights>2009 American Psychological Association</rights><rights>2009 INIST-CNRS</rights><rights>Copyright American Psychological Association Sep 2009</rights><rights>2009, American Psychological Association</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a513t-e9e7edc5ab21b99a552e7e1853edef62eb7b515b26205e64167c6aad09a485123</citedby><orcidid>0000-0001-5048-6107</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27923,27924,30998,30999</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ859886$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=21880190$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/19702406$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Cragg, Lucy</creatorcontrib><creatorcontrib>Nation, Kate</creatorcontrib><title>Shifting Development in Mid-Childhood: The Influence of Between-Task Interference</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>Performance on the task-switching paradigm is greatly affected by the amount of conflict between tasks. Compared to adults, children appear to be particularly influenced by this conflict, and this suggests that the ability to resolve interference between tasks improves with age. The authors used the task-switching paradigm to investigate how this ability develops in mid-childhood. Experiment 1 compared the ability of 5- to 8-year-olds and of 9- to 11-year-olds to switch between decisions about the color and shape of an object. The 5- to 8-year-olds were slower to switch task and experienced more interference from the irrelevant task than did the 9- to 11-year-olds, which suggests a developmental improvement in resolving conflict between tasks during mid-childhood. In Experiment 2, the influence of stimulus and response interference at different ages was examined by separating the color and shape dimensions of the stimulus and reducing overlap between responses. The results support the development of conflict resolution in task switching during mid-childhood. They also revealed that a complex interplay of factors, including the tasks used and previous experience with the task, affected children's shifting performance.</description><subject>Age Differences</subject><subject>Age Factors</subject><subject>Analysis of Variance</subject><subject>Attention - physiology</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Child psychology</subject><subject>Child, Preschool</subject><subject>Childhood</subject><subject>Childhood Development</subject><subject>Children</subject><subject>Cognitive Ability</subject><subject>Cognitive development</subject><subject>Cognitive Processes</subject><subject>Color</subject><subject>Color Perception - physiology</subject><subject>Conflict</subject><subject>Conflict (Psychology)</subject><subject>Conflict Resolution</subject><subject>Cues</subject><subject>Developmental psychology</subject><subject>Executive Function</subject><subject>Experiments</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Interference</subject><subject>Male</subject><subject>Neuropsychological Tests</subject><subject>Pattern Recognition, Visual - physiology</subject><subject>Photic Stimulation - methods</subject><subject>Psychological factors</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reaction Time - physiology</subject><subject>Stimulus</subject><subject>Task Analysis</subject><subject>Task performance</subject><subject>Task Performance and Analysis</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqF0UFrFDEUB_Agit1WwQ8gsgitXkbzkrxkcizbqpWKB_UcMpk3bsrszJjMFvrtm7JrFQ_1FPLyyx8ef8ZeAH8HXJr3nnNAqfkjtgArbcXR2sdsUaaiAq3sATvM-apclbT4lB2ANVworhfs-Ns6dnMcfi7P6Jr6cdrQMC_jsPwS22q1jn27Hsf2GXvS-T7T8_15xH58OP---lRdfv14sTq9rDyCnCuyZKgN6BsBjbUeUZQB1CippU4LakyDgI3QgiNpBdoE7X3LrVc1gpBH7M0ud0rjry3l2W1iDtT3fqBxm51RwpRPRhd58qDURnNjhPwvlEYASMULfP0PvBq3aSjrOg0KuUSNDyEhFCpQ1hb0dodCGnNO1LkpxY1PNw64u-vL_e6r0Ff7vG2zofYP3BdUwPEe-Bx83yU_hJjvnYC65mDvgl7uHKUY7p_PP9do6_qvGD95N-Wb4NMcQ0_ZtXTtFDp0oMp-t0wHrcg</recordid><startdate>20090901</startdate><enddate>20090901</enddate><creator>Cragg, Lucy</creator><creator>Nation, Kate</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-5048-6107</orcidid></search><sort><creationdate>20090901</creationdate><title>Shifting Development in Mid-Childhood</title><author>Cragg, Lucy ; Nation, Kate</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a513t-e9e7edc5ab21b99a552e7e1853edef62eb7b515b26205e64167c6aad09a485123</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Age Differences</topic><topic>Age Factors</topic><topic>Analysis of Variance</topic><topic>Attention - physiology</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Development</topic><topic>Child psychology</topic><topic>Child, Preschool</topic><topic>Childhood</topic><topic>Childhood Development</topic><topic>Children</topic><topic>Cognitive Ability</topic><topic>Cognitive development</topic><topic>Cognitive Processes</topic><topic>Color</topic><topic>Color Perception - physiology</topic><topic>Conflict</topic><topic>Conflict (Psychology)</topic><topic>Conflict Resolution</topic><topic>Cues</topic><topic>Developmental psychology</topic><topic>Executive Function</topic><topic>Experiments</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Humans</topic><topic>Interference</topic><topic>Male</topic><topic>Neuropsychological Tests</topic><topic>Pattern Recognition, Visual - physiology</topic><topic>Photic Stimulation - methods</topic><topic>Psychological factors</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reaction Time - physiology</topic><topic>Stimulus</topic><topic>Task Analysis</topic><topic>Task performance</topic><topic>Task Performance and Analysis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cragg, Lucy</creatorcontrib><creatorcontrib>Nation, Kate</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cragg, Lucy</au><au>Nation, Kate</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ859886</ericid><atitle>Shifting Development in Mid-Childhood: The Influence of Between-Task Interference</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>2009-09-01</date><risdate>2009</risdate><volume>45</volume><issue>5</issue><spage>1465</spage><epage>1479</epage><pages>1465-1479</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><coden>DEVPA9</coden><abstract>Performance on the task-switching paradigm is greatly affected by the amount of conflict between tasks. Compared to adults, children appear to be particularly influenced by this conflict, and this suggests that the ability to resolve interference between tasks improves with age. The authors used the task-switching paradigm to investigate how this ability develops in mid-childhood. Experiment 1 compared the ability of 5- to 8-year-olds and of 9- to 11-year-olds to switch between decisions about the color and shape of an object. The 5- to 8-year-olds were slower to switch task and experienced more interference from the irrelevant task than did the 9- to 11-year-olds, which suggests a developmental improvement in resolving conflict between tasks during mid-childhood. In Experiment 2, the influence of stimulus and response interference at different ages was examined by separating the color and shape dimensions of the stimulus and reducing overlap between responses. The results support the development of conflict resolution in task switching during mid-childhood. 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| subjects | Age Differences Age Factors Analysis of Variance Attention - physiology Biological and medical sciences Child Child Development Child psychology Child, Preschool Childhood Childhood Development Children Cognitive Ability Cognitive development Cognitive Processes Color Color Perception - physiology Conflict Conflict (Psychology) Conflict Resolution Cues Developmental psychology Executive Function Experiments Female Fundamental and applied biological sciences. Psychology Human Humans Interference Male Neuropsychological Tests Pattern Recognition, Visual - physiology Photic Stimulation - methods Psychological factors Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reaction Time - physiology Stimulus Task Analysis Task performance Task Performance and Analysis |
| title | Shifting Development in Mid-Childhood: The Influence of Between-Task Interference |
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