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AbstractThe current study evaluated the relative roles of conceptual knowledge and executive control on the development of categorical flexibility, the ability to switch between simultaneously available but conflicting categorical representations of an object. Experiment 1 assessed conceptual knowledge and executive control together; Experiment 2 differentiated conceptual knowledge from costly executive processes. In Experiment 1, 3‐ to 5‐year‐olds were given a three‐choice (taxonomic, thematic, and nonassociate) match‐to‐sample task and asked to match two associates. In Experiment 2, same‐aged children were assessed on another match‐to‐sample task that reduced executive costs by presenting thematic and taxonomic associates on separate trials. By comparing performance across tasks, age‐related changes resulting from conceptual knowledge and executive control indicated that conceptual knowledge of superordinate relations showed gains between 3 and 4 years, whereas gains in executive control were seen between 4 and 5 years, suggesting a décalage in the development of conceptual and executive processes underlying categorical flexibility.

AbstractEmerging cognitive control supports increasingly adaptive behaviors and predicts life success, while low cognitive control is a major risk factor during childhood. It is therefore essential to understand how it develops. The present study provides evidence for an age‐related shift in the type of information that children prioritize in their environment, from objects that can be directly acted upon to cues signaling how to act. Specifically, gaze patterns recorded while 3‐ to 12‐year‐olds and adults engaged in a cognitive control task showed that whereas younger children fixated on targets that they needed to respond to before gazing at task cues signaling how to respond, older children and adults showed the opposite pattern (which yielded better performance). This shift in information prioritization has important conceptual implications, suggesting that a major force behind cognitive control development may be non‐executive in nature, as well as opening new directions for interventions.

AbstractDempster (Dempster, 1995; Dempster & Corkill, 1999) proposed that developmental changes in performance on Piagetian tasks could be related to changes in inhibitory efficiency more than to logical development. In this study, the negative priming paradigm was adapted to the class inclusion task in order to investigate the role of inhibition and knowledge levels in the development of class inclusion. Participants were pre‐tested on two inclusion tasks, the standard Piagetian task and Markman's modification task, and assigned to different knowledge levels: empirical, and logical necessity. Children were then tested on a priming version of the class inclusion task. Results showed a negative priming effect, indicating that the irrelevant 'subclass comparison strategy' was actively inhibited during the processing of the class inclusion task. This effect was found to vary as a function of knowledge levels, indicating that the need for inhibition was reduced when children had attained logical necessity.

Cette étude porte sur le rôle de la dénomination et de la spatialisation dans l'utilisation de schémas et de collections par des enfants au cours d'une tâche de tri d'objets.
Deux groupes de 40 enfants âgés de 5 et 6 ans sont examinés. La moitié d'entre eux ont à placer des éléments dans les trois pièces désignées d'un appartement (cuisine, chambre des parents, chambre du bébé). L'autre moitié doit mettre les mêmes objets dans trois sacs transparents étiquetés (jaune, bleu et rouge). Tous les enfants sont ensuite confrontés à deux situations de tri sur trois supports non désignés verbalement. Dans un premier temps, la surface des supports correspond au quart de la surface des pièces de l'appartement. Dans un deuxième temps, le même support est agrandi à la dimension des pièces.
L'utilisation conjointe de la désignation et de la spatialisation permet d'induire soit des schémas, soit des collections couleur. Le premier mode de tri (schématique ou couleur) se maintient dans les deux situations suivantes. Toutefois la réduction de l'espace gêne la réalisation de schémas complets. De plus, alors qu'on n'observe aucun passage de tris schématiques vers des tris couleur, plusieurs évolutions inverses sont constatées. Enfin, l'examen des procédures révèle une représentation différente des objets dans les deux modes de tri.

AbstractGoal‐oriented behavior can be disrupted by irrelevant information that automatically activates incorrect responses. While behavioral errors reveal response capture in such situations, they are only the tip of the iceberg. Additional subliminal activations of the incorrect responses (partial errors) can be revealed on correctly responded trials thanks to electromyography (EMG). In the current study, for the first time, EMG recorded in children was combined with distributional analyses. This allowed to investigate the properties of incorrect response activations and to highlight developmental changes in impulse control. A sample of 114 children aged 6–14 years was studied. Children performed a Simon task in which the irrelevant stimulus‐position automatically activates a response that might be compatible or incompatible with the correct one. On incompatible trials, the automatic response activation must be overcome by controlled response selection. As previously observed in adults, our approach revealed the presence of an automatic EMG activation of the incorrect response elicited by the irrelevant stimulus dimension. Further, it revealed another independent source at the origin of incorrect response activations: the tendency to guess for response alternation. Both sources increased the frequency of early incorrect EMG activations, indicating impulsive responding. In addition, the influence of both sources decreased with increasing age. Thus, development is marked by improved ability to manage distractibility on the one hand and decreased tendency to rely on a guessing strategy on the other.

AbstractThe development of cognitive control enables children to better resist acting based on distracting information that interferes with the current action. Cognitive control improvement serves different functions that differ in part by the type of interference to resolve. Indeed, resisting to interference at the task‐set level or at the response‐preparation level is, respectively, associated with cognitive flexibility and inhibition. It is, however, unknown whether the same neural mechanism underlies these two functions across development. Studies in adults have revealed the contribution of midfrontal theta (MFT) oscillations in interference resolution. This study investigated whether MFT is involved in the resolution of different types of interference in two age groups identified as corresponding to different latent structures of executive functions. Preschool (4–6 years) and school children (6–8 years) were tested with a task involving interference at the response level and/or the task‐set level while (electroencephalogram) EEG was recorded. Behaviorally, response time and accuracy were affected by task‐set. Both age groups were less accurate when the interference occurred at the task‐set level and only the younger group showed decreased accuracy when interference was presented at the response‐preparation level. Furthermore, MFT power was increased, relative to the baseline, during the resolution of both types of interference and in both age groups. These findings suggest that MFT is involved in immature cognitive control (i.e., preschool and school‐ages), by orchestrating its different cognitive processes, irrespective of the interference to resolve and of the level of cognitive control development (i.e., the degree of differentiation of executive functions).