Abstract
One of the hallmarks of human cognition is cognitive flexibility, the ability to adapt thoughts and behaviors according to changing task demands. Previous research has suggested that the number of different exemplars that must be processed within a task (the set size) can influence an individual's ability to switch flexibly between different tasks. This paper provides evidence that when tasks have a small set size, children's cognitive flexibility is impaired compared to when tasks have a large set size. This paper also offers insights into the mechanism by which this effect comes about. Understanding how set size interacts with task-switching informs the debate regarding the relative contributions of bottom-up priming and top-down control processes in the development of cognitive flexibility. We tested two accounts for the relationship between set size and cognitive flexibility: the (bottom-up) Stimulus-Task Priming account and the (top-down) Rule Representation account. Our findings offered support for the Stimulus-Task Priming account, but not for the Rule Representation account. They suggest that children are susceptible to bottom-up priming caused by stimulus repetition, and that this priming can impair their ability to switch between tasks. These findings make important theoretical and practical contributions to the executive function literature: theoretically, they show that the basic features of a task exert a significant influence on children's ability to flexibly shift between tasks through bottom-up priming effects. Practically, they suggest that children's cognitive flexibility may have been underestimated relative to adults', as paradigms used with children typically have a smaller set size than those used with adults. These findings also have applications in education, where they have the potential to inform teaching in key areas where cognitive flexibility is required, such as mathematics and literacy.
Highlights
One of the hallmarks of human cognition is its flexibility
There was no support for the Rule Representation account: a large set size in the rule-learning phase did not lead to reduced switch costs compared to a small set size
The two experiments presented in this paper demonstrate that set size influences cognitive flexibility during childhood
Summary
One of the hallmarks of human cognition is its flexibility. People are capable of flexibly adapting their thoughts and behaviors according to novel or changing environmental demands or task goals. Set size is methodologically important because one of the crucial differences between cognitive flexibility paradigms used with adults and those used with children is their set size (Cragg and Chevalier, 2012). Understanding the influence of set size in cognitive flexibility development can better inform early school education for children in key areas such as mathematics and literacy where cognitive flexibility plays a central role (Bull and Scerif, 2001; St Clair-Thompson and Gathercole, 2006; Blair and Razza, 2007; Bull et al, 2008; Yeniad et al, 2013). We will first describe the development of cognitive flexibility during the early school years, and discuss possible explanations for the role that set size might play in children’s ability to switch flexibly between tasks
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