Dimensional Change Card Sort Task Research Articles

Executive Function and young children's Cardinality Principle: the mediating role of the Approximate Number System and the moderating role of age

BackgroundExecutive Function and the Approximate Number System are well-established as critical components in developing the Cardinality Principle in young children. However, most existing studies explore the relationship between these variables in isolation without examining whether Approximate Number System mediates the relationship between Executive Function and the Cardinality Principle and the role of age in this. This study aimed to address this gap by investigating the mediating role of the Approximate Number System in the relationship between Executive Function and the Cardinality Principle and the moderating role of age in young children.MethodsThis cross-sectional study was conducted in China from February to June 2024. A total of 203 young children (97 boys and 106 girls, Mean age = 68.93 ± 7.076 months) participated. Participants were assessed using a range of tests: the Day-Night Stroop Task, Digit Recall Task, Dimensional Change Card Sort Task, Panamath Test Software, How Many Task, and Give-N Task to measure Executive Function, Approximate Number System, and Cardinality Principle. Data were analyzed using SPSS 26.0 and PROCESS v4.1 (Model 4) to explore the relationships among Executive Function, the Approximate Number System, and the Cardinality Principle through Pearson correlations, multivariate regression, and mediation analysis with 5000 bootstrap samples.ResultsCorrelation analysis revealed that the Cardinality Principle was significantly and positively correlated with Inhibitory Control, Working Memory, Cognitive Flexibility, Executive Function, and the Approximate Number System. Regression analyses indicated that Executive Function positively predicted young children's Cardinality Principle. Specifically, Working Memory and Cognitive Flexibility were positive predictors of the Cardinality Principle, while Inhibitory Control was not. Mediation analysis results demonstrated that the Approximate Number System mediated the relationships between Inhibitory Control and the Cardinality Principle, Working Memory and the Cardinality Principle, and Cognitive Flexibility and the Cardinality Principle, respectively. In addition, the study found that young children's age negatively moderated the relationship between the Approximate Number System and the Cardinality Principle.ConclusionsThe study emphasizes that in developing young children's Cardinality Principle, emphasis should be placed on improving their Executive Function and Approximate Number System while considering the age differences of young children and developing appropriate educational methods for different age groups.

Connectome-based Predictive Models of General and Specific Cognitive Control.

Cognitive control, the ability to adapt thoughts and actions to shifting contexts and goals, is composed primarily of three distinct yet interrelated components: Inhibition, Shifting, and Updating. While prior research has examined the nature of different cognitive components as well as their inter-relationships, fewer studies examined whole-brain connectivity to predict individual differences for the three cognitive components and associated tasks. Here, using the Connectome-based Predictive Modelling (CPM) approach and open-access data from the Human Connectome Project, we built brain network models to successfully predict individual performance differences on the Flanker task, the Dimensional Change Card Sort task, and the 2-Back task, each putatively corresponding to Inhibition, Shifting, and Updating. We focused on grayordinate fMRI data collected during the 2-Back tasks after confirming superior predictive performance over resting-state and volumetric data. High cross-task prediction accuracy as well as joint recruitment of canonical networks, such as the frontoparietal and default-mode networks, suggest the existence of a common cognitive control factor. To directly investigate the relationships among the three cognitive control components, we developed new measures to disentangle their shared and unique aspects. Our analysis confirmed that a shared control component can be well predicted from functional connectivity patterns densely located around the frontoparietal, default-mode and dorsal attention networks. In contrast, the Shifting-specific and Inhibition-specific components exhibited lower cross-prediction performance, indicating their distinct and specialized roles. Notably, the Updating-specific component showed significant cross-prediction with the general control factor, suggesting its central role in cognitive control. Given the limitation that individual behavioral measures do not purely reflect the intended cognitive constructs, our study demonstrates the need to distinguish between common and specific components of cognitive control.

Longitudinal relations among temperament, cognitive control, and anxiety: From toddlerhood to late adolescence.

Children with a history of behaviorally inhibited (BI) temperament face a heightened risk for anxiety disorders and often use control strategies that are less planful. Although these relations have been observed concurrently in early childhood, middle childhood, and adolescence, few studies leverage longitudinal data to examine long-term prospective relations between cognitive control and anxiety. Using longitudinal data from 149 adolescents (55% female; from predominantly White middle-class families), we assessed temperament in toddlerhood and cognitive control and anxiety at 4, 12, 15, and 18 years of age. At age 4, separate measures of task switching and inhibitory control were obtained via the Dimensional Change Card Sort and Stroop tasks, respectively. At 12, 15, and 18 years of age, planful control was assessed with the AX-Continuous Performance Test, and anxiety symptoms were assessed via self-report. Growth curve models revealed that children with greater inhibitory control at age 4, regardless of BI status, experienced a sharper increase in anxiety symptoms across adolescence. Children with heightened BI during early childhood displayed lower levels of planful control at age 12, but experienced a more rapid improvement in these skills across adolescence. Children with greater task switching ability at age 4 displayed higher levels of planful control at age 12, but experienced a smaller increase in these skills across adolescence. Finally, children's growth rate for anxiety was unrelated to their growth rate for planful control. These findings reveal that early-life temperament, cognitive control, and anxiety remain interconnected across development, from toddlerhood to at least late adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Preschoolers' cognitive flexibility and emotion understanding: a developmental perspective.

Cognitive flexibility is the ability to adapt to changing tasks or problems, while emotion understanding is the ability to interpret emotional cues and information in different contexts. Both abilities are crucial for preschoolers' socialization. This study selected 532 preschool children aged 3-6 years from two kindergartens in a central province of China. The Dimensional Change Card Sorting (DCCS) task and emotion understanding tasks were used to investigate the developmental characteristics of cognitive flexibility, emotion understanding abilities, and their relationship. The results showed: (1) For cognitive flexibility, children older than 5 years scored significantly higher than younger children, and girls scored higher than boys. (2) For facial emotion recognition: (i) Children's recognition scores for happy, sad, and angry expressions were significantly higher than fear; children could accurately recognize happy, sad, and angry emotions by age 3, while fear recognition developed rapidly after age 5; (ii) Girls scored higher in recognizing fearful faces than boys. (3) For situational emotion understanding: (i) Children's development followed the hierarchical order of external, desire, clue, and belief-based understanding. Situational and desire-based understanding already reached high levels by age 3, while clue and belief-based understanding developed quickly after age 5; (ii) Girls scored higher than boys in belief-based emotion understanding. (4) Cognitive flexibility significantly predicted children's facial emotion recognition, external and desire-based emotion understanding. Parents and teachers should cultivate children's cognitive flexibility and provide personalized support. They should also fully grasp the characteristics of children's emotion understanding development, systematically nurture their emotion understanding abilities, and leverage cognitive flexibility training to improve their emotion understanding.

The Influence of Classroom Size and Window View on Young Children's Executive Functions and Physiological Responses, Based on VR Technology.

Despite the increasing enrollment of young children in childcare institutes, there have been few empirical studies on the effects of spatial elements on their development. This study explored the impact of preschool classroom size (large vs. small) and window view (natural vs. built environment) on young children's executive functions and physiological stress responses, using cortisol and heart rate variability (HRV) as indicators and employing virtual reality (VR) technology. Out of 144 participants aged 61-85 months, three were excluded due to missing values and outliers. Executive function tests were administered, and saliva samples were collected before and after VR exposure; HRV data were gathered during the experience. ANCOVA results indicated significant improvements in cognitive flexibility, as measured based on the Dimensional Change Card Sorting task, in the large classroom condition, and a marginally significant decrease in visuo-spatial working memory, as measured with the Corsi block task, in the small classroom condition. The classroom size conditions did not significantly differ in cortisol response, but the large classroom condition showed marginally significant HRV indices, suggesting increased relaxation. No significant effects on executive functions or physiological responses were found in either window view condition. Overall, the findings suggest that classroom size may influence young children's cognitive flexibility.

Examining Neural Dynamics During Dimensional Label Comprehension and Production as a Function of Dimensional Attention

ABSTRACT Previous research suggests that children’s ability to label visual features (e.g. “red”) and dimensions (e.g. “color”) impacts attention to visual dimensions. The goal of this study is to investigate variations in the quality of the neural system supporting dimensional label comprehension and production in relation to children’s dimensional attention skills. The current study recruited 3- to 4-year-old from the East Tennessee area to complete dimensional label tasks for color labels while recording functional near-infrared spectroscopy (fNIRS) in order to measure hemodynamic changes in left frontal, left parietal, and left temporal cortices previously implicated in dimensional attention. Different aspects of dimensional attention were evaluated using the dimensional priming task (measuring attentional stability), the dimensional change card sort (DCCS) task (measuring flexible dimensional attention), the triad classification task (measuring selective attention), and the matching task (measuring dimensional understanding). Dimensional label learning was measured using a color Production and color Comprehension task. Results indicated that the temporal cortex was activated during the dimensional label tasks. Further, we found that activation in parietal cortex during the dimensional label tasks increased with better performance on the dimensional attention tasks. On the other hand, activation in the temporal cortex and ventrolateral prefrontal cortex during the dimensional label tasks decreased with better performance on the dimensional attention tasks. These results suggest that dimensional attention skills can reveal variations in the quality of neural representations supporting dimensional label learning.

Habit-DisHabit Design with a Quadratic Equation: A Better Model of the Hemodynamic Changes in Preschoolers during the Dimension Change Card Sorting Task.

General linear modeling (GLM) has been widely employed to estimate the hemodynamic changes observed by functional near infrared spectroscopy (fNIRS) technology, which are found to be nonlinear rather than linear, however. Therefore, GLM might not be appropriate for modeling the hemodynamic changes evoked by cognitive processing in developmental neurocognitive studies. There is an urgent need to identify a better statistical model to fit into the nonlinear fNIRS data. This study addressed this need by developing a quadratic equation model to reanalyze the existing fNIRS data (N = 38, Mage = 5.0 years, SD = 0.69 years, 17 girls) collected from the mixed-order design Dimensional Change Card Sort (DCCS) task and verified the model with a new set of data with the Habit-DisHabit design. First, comparing the quadratic and cubic modeling results of the mixed-order design data indicated that the proposed quadratic equation was better than GLM and cubic regression to model the oxygenated hemoglobin (HbO) changes in this task. Second, applying this quadratic model with the Habit-DisHabit design data verified its suitability and indicated that the new design was more effective in identifying the neural correlates of cognitive shifting than the mixed-order design. These findings jointly indicate that Habit-DisHabit Design with a quadratic equation might better model the hemodynamic changes in preschoolers during the DCCS task.

Prenatal alcohol exposure and cognition at midlife: Evidence of fluid cognition deficits in two cohorts.

Prenatal alcohol exposure (PAE) impacts cognition in childhood and early adulthood. Here we evaluate the cognitive abilities of middle-aged adults with and without a history of PAE. Participants (N = 200) were recruited from longitudinal cohorts in the Atlanta and Seattle metropolitan areas and completed measures comprising the National Institutes of Health Toolbox's Fluid Cognition Composite. We found that individuals with PAE had lower Fluid Cognition Summary scores and lower Dimensional Change Card Sort and Flanker task subtest scores than non-PAE controls, after accounting for both potentially confounding demographic variables using propensity scores and the effects of study site. When we evaluated the effects of PAE with and without dysmorphic physical features, we found that middle-aged adults in both groups had lower fluid cognition scores than non-PAE controls. However, only the presence of PAE with dysmorphic features was associated with lower performance on the Dimensional Change Card Sort Test and Flanker tasks. While all participants with PAE had lower fluid cognition, those with PAE and dysmorphic features also exhibited specific deficits in their performance on measures of inhibition, attention, and cognitive flexibility. Thus, PAE is associated with ongoing cognitive deficits in middle adulthood, which can be observed most clearly among individuals with dysmorphic features.

Comprehension of Spatial Demonstratives in Mandarin-speaking Children on the Autism Spectrum: The Roles of Theory of Mind and Executive Function.

The present study aimed to examine whether Mandarin-speaking children on the autism spectrum showed differences in comprehending spatial demonstratives ("this" and "that", and "here" and "there"), as compared to typically developing (TD) children. Another aim of this study was to investigate the roles of theory of mind (ToM) and executive functions (EF) in the comprehension of spatial demonstratives. Twenty-seven autistic children (mean age 6.86) and 27 receptive-vocabulary-matched TD children (mean age 5.82) were recruited. Demonstrative comprehension was assessed based on participants' ability to place objects in certain locations according to experimenters' instructions which involved these demonstratives in three different conditions (same-, opposite-, and spectator-perspective conditions). Four false-belief tasks were administered to measure ToM, and the word-span task and the dimensional change card sort task were used to measure two subcomponents of EF - working memory and mental flexibility - respectively. Children on the autism spectrum were found to score below TD children in the comprehension of spatial demonstratives. In addition, the results showed that ToM and working memory were conducive to the correct interpretation of spatial demonstratives. The two cognitive abilities mutually influenced their respective roles in spatial demonstrative comprehension in the three different conditions. The findings suggest that the comprehension of spatial demonstratives comprehension is an area of need in Mandarin-speaking children on the autism spectrum, and it might be linked to their differences in cognitive abilities.

Neurocognitive and clinical characteristics of elementary school-aged children with a history of suicidal thoughts and behaviors

BackgroundSuicidal thoughts and behaviors (STBs) in elementary school-aged youth have increased in recent years. Understanding the risks associated with childhood STBs is necessary for prevention efforts. MethodsThe current study examined clinical and neurocognitive characteristics of a community sample of elementary school-aged children with (STB+) and without (STB-) a history of STBs. The final sample included 93 families with children average age of 7.8 years (SD = 1.3). Children in this sample were racially diverse, evenly split by sex, and most identified as non-Hispanic. Neurocognitive functioning was assessed using computerized behavioral measures. Child clinical characteristics were assessed using self-report measures and STB history was assessed using semi-structured interviews. ResultsOf the 93 families, 64 STB- children and 29 STB+ children participated. On average, STB+ children were older, reported higher levels of depressive and anxiety symptoms, and were more likely to have a parental history of suicidal behavior (PH+). Regarding neurocognitive functioning, STB+ children exhibited lower raw scores for both the NIH Dimensional Change Card Sort Task (NIH-DCCS) and NIH Flanker Inhibitory Control and Attention Test (NIH-Flanker). Multivariable regression analyses revealed raw scores for NIH-DCCS and NIH-Flanker, PH+ status, and child age were associated with childhood STBs. LimitationsProspective data is needed to confirm cross-sectional findings. ConclusionsPoorer neurocognitive functioning and PH+ status may serve as risk markers for STBs in elementary school-aged children. Targeting prevention programming for these risks may reduce the likelihood of STBs in at-risk elementary school-aged youth.

Relationship between executive function and persistence in 5-year-olds

Children’s persistence can predict later academic achievement. However, few studies have examined the factors related to individual differences in persistence. In this study, we investigated the relationship between executive function (EF) and persistence in 5-year-olds (N = 72). The scores of the Dimensional Change Card Sort (DCCS) task and gift delay task were positively associated with persistence. We conducted a mediation analysis to examine the cognitive mechanisms underlying the associations between EF and persistence. This analysis revealed that children with high scores on the DCCS task, used multiple strategies for the persistence task, and this contributed to their persistence. We also found that children with high scores on the gift delay task concentrated on the task without getting distracted, and this approach contributed to their persistence. Thus, our findings reveal the factors related to individual differences in persistence and cognitive mechanisms underlying these associations between EF and persistence.

Viewing and playing fantastical events does not affect children's cognitive flexibility and prefrontal activation

Media exposure, such as viewing fantastical content, can have negative, immediate, and long-term effects on children's executive function. A recent study showed that watching fantastical content on a tablet can impair children's inhibitory control and prefrontal activation during the performance of a task. However, the same effect was not observed when children played fantastical games on a tablet. We aimed to replicate and extend this research by examining whether the same effects are observed during a cognitive flexibility task. In this study, preschool children (N = 32, 15 girls, Mean age in months (SD) = 60.6 (10)) viewed or played fantastical content on a tablet and performed a Dimensional Change Card Sort (DCCS) task before or after the media exposure. We assessed children's behavioral performance and prefrontal activation, as measured by functional near-infrared spectroscopy (fNIRS), and found no behavioral or neural changes after exposure. Our analyses using the Bayes factor supported the null hypothesis that children's cognitive flexibility is unaffected by watching or playing fantastical content.

Temporal dynamics of cognitive flexibility in adolescents with anorexia nervosa: A high-density EEG study.

Impairment in cognitive flexibility is a core symptom of anorexia nervosa (AN) and is associated with treatment resistance. Nevertheless, studies on the neural basis of cognitive flexibility in adolescent AN are rare. This study aimed to investigate brain networks underlying cognitive flexibility in adolescents with AN. To address this aim, participants performed a Dimensional Change Card Sorting task during high-density electroencephalography (EEG) recording. Anxiety was measured with the State-Trait Anxiety Inventory. Data were collected on 22 girls with AN and 23 controls. Evoked responses were investigated using global-spatial analysis. Adolescents with AN showed greater overall accuracy, fewer switch trial errors and reduced inverse efficiency switch cost relative to controls, although these effects disappeared after adjusting for trait and state anxiety. EEG results indicated augmented early visual orienting processing (P100) and subsequent impaired attentional mechanisms to task switching (P300b) in subjects with AN. During task switching, diminished activations in subjects with AN were identified in the posterior cingulate, calcarine sulcus and cerebellum, and task repetitions induced diminished activations in a network involving the medial prefrontal cortex, and several posterior regions, compared with controls. No significant associations were found between measures of cognitive flexibility and anxiety in the AN group. Findings of this study suggest atypical neural mechanisms underlying cognitive flexibility in adolescents with AN. More importantly, our findings suggest that different behavioural profiles in AN could relate to differences in anxiety levels. Future research should investigate the efficacy of cognitive training to rebalance brain networks of cognitive flexibility in AN.

Contributions of cognitive flexibility, inhibition and number label knowledge to numerical equivalence in 3- to 5-year-old children.

To investigate the contributions of cognitive flexibility, inhibition and number label knowledge to children's numerical equivalence, one hundred and one 3- to 5-year-olds were administered the dimensional change card sorting task, the day-night task and the give-a-number task. The numerical equivalence was assessed with the numerical matching task in three surface similarity conditions. Results showed that, in the high surface similarity condition, cognitive flexibility and label knowledge, rather than inhibition, were significant predictors of children's performance in numerical equivalence. In the low surface similarity and the cross-mapping conditions, only cognitive flexibility, rather than number label knowledge and inhibition, significantly explained the unique variance in numerical equivalence. Besides, cognitive flexibility explained more variation in numerical equivalence in the cross-mapping condition compared with the low surface similarity condition. These findings highlight different roles of cognitive flexibility, inhibition and number label knowledge in numerical equivalence in the three surface similarity conditions.

The effects of sub‐threshold depression and anxiety symptoms on fluid cognitive performance in older adults: an exploratory analysis

AbstractBackgroundClinical anxiety and depression have well‐understood cognitive effects, but less is known about sub‐threshold symptoms. This study explored differences in cognition between older adults with sub‐threshold symptoms of depression or anxiety in comparison to those with no symptoms and investigated whether the COVID‐19 pandemic or APOE4 carrier status contributed to these symptoms.Method72 older adults (age 64.33±6.3) completed the Patient Health Questionnaire (PHQ‐9), Generalized Anxiety Disorder scale (GAD‐7), and NIH Toolbox Cognition Battery (NIHTB‐CB). Participants were split into a Pre‐COVID Group (participation before March 2020) and a Post‐COVID Group. Subjects were also split based on their mood assessment scores. Those who scored 0 on the PHQ‐9 (“None” Group) were separated from those who scored 1–4 (“Some” Group). The same process was performed for the GAD‐7 assessment. Age‐corrected NIHTB‐CB scores were compared between groups for both mood assessments by ANCOVA using SAS Studio software, adjusting for education level.ResultThere were no significant differences in PHQ‐9 or GAD‐7 scores between Pre‐ and Post‐COVID groups, nor did mood symptoms differ by APOE4 status (p’s>.05). The PHQ‐9 “Some” Group produced higher scores on the Fluid Cognition Composite than the “None” Group (111.11±2.24 and 102.57±2.81, respectively; p = .023). This was driven by significantly better performances on Pattern Comparison (PC; p = .014) and a trend of better performance on Dimensional Change Card Sort task (DCCS; p = .054). Reaction times were also faster for the “Some” Group on DCCS (p = .002) and PC (p = .002) tasks. No significant differences were found for GAD‐7 subgroupings.ConclusionAnxious and depressive symptoms did not differ between COVID‐19 or APOE4 groups. While sub‐threshold anxiety did not affect cognition, those with some depressive symptoms performed better on fluid cognitive measures, specifically tests of processing speed, than those with no symptoms. Further analysis exploring the relationship between components of these two mood assessments and fluid cognitive performance is warranted.

Testing the association of resting‐state functional connectivity of the hippocampus and prefrontal cortex with AD‐vulnerable executive functions in periadolescent children

AbstractBackgroundAlzheimer’s disease (AD) is an insidious neurodegenerative disease that is frequently associated with deficits in both memory and executive functions (EFs). EFs consist of a diverse range of cognitive processes, including inhibition, working memory, and cognitive flexibility. In AD and other disorders, dysfunction in EFs can result in attention deficits, decreased inhibition, and impaired decision‐making abilities. EFs have been historically linked to the prefrontal regions of the brain, but recent studies of brain networks and their functional connectivity have broadened these links to include brain regions such as the hippocampus (Hc). Building upon prior work, the current project investigated the association between decision making and hippocampal resting state functional connectivity (rs‐FC) in periadolescent children.MethodA cohort of healthy periadolescent children aged 8‐13 (N = 80) was sampled from the ongoing NIA‐funded Polygenic Risk of Alzheimer’s Disease in Nebraska Kids (PRANK) study. PRANK participants completed an array of cognitive and behavioral measures, in addition to an MRI of the brain. Decision making ability was assessed via the NIH Toolbox Dimensional Change Card Sorting (DCCS) task. The rs‐FC between the Hc and regions of the prefrontal cortex (PFC) was measured, and its covariance with DCCS was assessed.Resultrs‐FC of the Hc covaried with performance on the DCCS in the left dorsolateral prefrontal cortex (dlPFC) and dorsal anterior cingulate cortex (dACC). These anatomical regions are in line with larger intrinsic brain networks, such as the frontoparietal network (FPN) and the cingulo‐opercular network (CON).ConclusionThese preliminary results suggest the Hc is associated with anatomical regions and intrinsic brain networks that are important for EFs. A better characterization of the process by which EF occurs within the brain may drive further research that can assess ways to limit the decline of these cognitive abilities associated with healthy aging or brain pathology such as AD.

Child Cognitive Flexibility and Maternal Control: A First Step toward Untangling Genetic and Environmental Contributions

Executive functions (EF) play an essential role in many spheres of child development. Therefore, it is crucial to get a better understanding of their etiology. Using a genetic design that involved 934 twins (400 monozygotic), this study examined the etiology of cognitive flexibility, a component of EF, at 5 years of age and its phenotypic and etiological associations with maternal control. Cognitive flexibility was measured in a laboratory setting at 5 years of age using a well-known EF-task, i.e. the Dimensional Change Card Sort (DCCS). Maternal control was measured using a self-report questionnaire. The univariate genetic model demonstrated that environmental factors mainly explained individual differences in preschoolers’ performance on the DCCS task. A bivariate genetic model demonstrated that non-shared environmental mechanisms mainly explained the association (r = .−13) between maternal control and children’s performance on the DCCS task. This study represents a preliminary step toward a better understanding of the genetic and environmental contributions underlying the relation between parenting behaviors and children’s EF.

What can you do with a bottle and a hanger? Students with high cognitive flexibility give more ideas in the presence of ambient noise

Creativity has become a favourable skill to develop in higher education due to its value in society. Ambient noise during creative performance has traditionally been regarded as an environmental stressor and distractor, but recent findings suggest a positive impact of ambient noise on creative performance. It is still unclear what drives these inconsistent findings and whether individual differences between students explain the differential impact of noise on their performance. This study investigated the impact of ambient noise on divergent thinking performance in undergraduates during the COVID-19 pandemic, when common learning spaces were restricted and people were instructed to work from home. It also explored how cognitive flexibility (e.g., the ability to switch between different tasks and explore different strategies to problems) interacted with the impact of noise. Forty-two undergraduates completed an adult computer-based version of the Dimensional Change Card Sort task (DCCS) (a measure of cognitive flexibility) in silence, and the Alternative Uses Task (a measure of divergent thinking) in silence and in ambient noise displayed through headphones. On average, participants gave more ideas in the presence of ambient noise than in silence, but these ideas were not more original. Furthermore, the impact of noise interacted with cognitive flexibility. Participants who were more efficient at the DCCS (suggesting better cognitive flexibility) gave more ideas in noise. These findings can help to inform educational institutes and students on the influence the physical environment might have on divergent thinking.

A modified version of the dimensional change card sort task tests cognitive flexibility in children (Homo sapiens) and cotton-top tamarins (Saguinus oedipus).

A modified Dimensional Change Card Sort (DCCS) task was used to test cognitive flexibility in adult cotton-top tamarins and children aged 19 months to 60 months. Subjects had to infer a rule from the experience of selecting between two cards to earn a reward, and the pairs of stimuli defined the rule (e.g., pick blue ones, not red ones, or pick trucks, not boats). Two different tests measured subjects' ability to shift to a reversal of the rule (intradimensional shift) and to shift to a new rule defined by a dimension previously irrelevant (interdimensional shift). Both adult tamarins and children aged 49-60 months were able to learn the initial rule and switch to a reversal and to a rule based on a different dimension. In contrast, the two younger groups of children, aged 19-36 months and aged 37-48 months, could switch when a reversal was imposed but took significantly longer to learn a new rule on a former irrelevant dimension. Experiment 2 presented a wider set of novel stimuli which shared some features with the original set to further explore the basis of rule learning. The result was that tamarins and 52- to 60-month-old children both chose novel stimuli that fit the rule and had no a priori associative strength, suggesting a rule application not solely based on associative strength. Importantly, novel items introduced some risk for choice, and children showed themselves to be risk-averse, whereas tamarins were risk-prone within a novel context. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Rules and metarules: Adult cotton-top tamarins (Saguinus oedipus) and 5-year-old children (Homo sapiens) can master both.

Developmental psychologists have noted a similar timeline of change for children's use of different perspectives about the same objects or events, as in the use of different labels for the same object, an aspect of language, and in understanding other's knowledge or beliefs, an aspect of social cognition as reviewed in the study by Neiworth et al. Comparative psychologists are interested to know what cognitive flexibility looks like in other species and how such variation relates to life history, ecology, and phylogeny. The general pattern of results to date indicates that monkeys can master both intra- and interdimensional shifts, but intradimensional shifts are learned far more quickly than interdimensional shifts (reviewed in the study by Neiworth et al, 2022). Neiworth et al. report that they have conducted exactly this kind of comparative study: They examined cognitive flexibility in adult cotton-top tamarins and human children in three age groups as they participated in a modified version of the Dimensional Change Card Sort (DCCS). Neiworth et al.'s study offers an example of careful consideration of one such possibility: that of using the experimenter's postural orientation to the cards as an inadvertent aid. Here the authors had the benefit of prior work showing that tamarins follow human-provided cues to make a spatially discriminated choice only if the experimenter's head, body, and eyes oriented to a particular location. Thus, in this study, the experimenter kept their head and body centered in the testing space between the two cards and looked at a point on the wall directly behind the midpoint of the testing tray. But the DCCS task, in abstract form, has potentially broader comparative value than to examine cognitive flexibility in primates alone. (PsycInfo Database Record (c) 2022 APA, all rights reserved).