title: Preschoolers' use of feedback for flexible behavior: insights from a computational model.
abstract: This study addressed preschoolers' cognitive flexibility in an inductive task requiring response feedback processing to infer relevant task goals. A total of 63 4- to 6-year-olds were tested on a perceptual matching task in which they needed to switch attention among three colors. A computational model was designed to track down how responses to positive and negative feedback changed as children progressed through the task. The results showed that children's differential response to positive and negative feedback developed with age. In addition, age differences in feedback responding increased as the task unfolded. These findings are interpreted as reflecting an increase in flexibility with age in terms of growing efficiency in feedback processing.
authors.affiliation: Laboratoire de Psychologie Cognitive, Université de Provence, Marseille, France. nchevalier2@unlnotes.unl.edu
authors.forename: Nicolas
authors.initials: N
authors.lastname: Chevalier
authors.forename: Bruno
authors.initials: B
authors.lastname: Dauvier
authors.forename: Agnès
authors.initials: A
authors.lastname: Blaye
mesh_terms: D000367:Age Factors; D001288:Attention; D002648:Child; D002675:Child, Preschool; D003071:Cognition; D003118:Color Perception; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D008297:Male; D009483:Neuropsychological Tests; D011597:Psychomotor Performance; D013647:Task Performance and Analysis