title: Less is more: executive function and symbolic representation in preschool children.
abstract: Executive function is recognized as a critical component of children's cognitive and social development. In two studies, a measure of executive function that had been used in research with chimpanzees was adapted for preschoolers. On this task, called Less Is More, children must point to a smaller reward (two candies) to receive a larger reward (five candies). In Study 1 (N= 101), performance was significantly related to age (3 vs. 4), verbal ability, and established measures of executive function. In Study 2 (N= 128), symbolic representations substituted for real candies in this task. Three-year-olds' performance improved significantly as a function of symbolic distancing. This research has implications for the role of symbol systems in the development of executive control over thought and action.
authors.affiliation: Department of Psychology, University of Washington, Seattle, 98195, USA. carlsons@u.washington.edu
authors.forename: Stephanie M
authors.initials: SM
authors.lastname: Carlson
authors.forename: Angela C
authors.initials: AC
authors.lastname: Davis
authors.forename: Jamie G
authors.initials: JG
authors.lastname: Leach
mesh_terms: D000367:Age Factors; D002652:Child Behavior / Q000523:psychology; D002675:Child, Preschool; D002755:Choice Behavior / Q000502:physiology; D003071:Cognition / Q000502:physiology*; D003220:Conflict, Psychological; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D008297:Male; D002666:Psychology, Child / Q000379:methods; D011930:Reaction Time / Q000502:physiology; D013561:Symbolism; D013647:Task Performance and Analysis; D014825:Vocabulary