title: Preschoolers learn to switch with causally related feedback.
abstract: Training cognitive flexibility in preschoolers is of great interest but is not easy to achieve. In three experiments, we studied the effects of feedback on preschoolers' switch behavior with a computerized version of the Dimensional Change Card Sorting (DCCS) task. The task was designed such that feedback was connected to the stimulus and causally related to children's behavior. Experiments 1 and 2 showed that children receiving feedback on their post-switch behavior performed better than children administered a standard (no feedback) DCCS task. This effect transferred to a subsequent standard DCCS task after 5 min and after 1 week. Experiment 3 showed that children switched to the new post-switch sorting rules and not to rules that oppose the pre-switch sorting rules. These results highlight preschoolers' sensitivity to the design of feedback in learning an abstract rule.
authors.affiliation: Department of Developmental Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands. Electronic address: b.m.c.w.vanbers@uva.nl.
authors.forename: Bianca M C W
authors.initials: BM
authors.lastname: van Bers
authors.affiliation: Department of Developmental Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands.
authors.forename: Ingmar
authors.initials: I
authors.lastname: Visser
authors.affiliation: Department of Developmental Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands.
authors.forename: Maartje
authors.initials: M
authors.lastname: Raijmakers
mesh_terms: D002675:Child, Preschool; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D002666:Psychology, Child
keywords: Causally related feedback; Cognitive flexibility; DCCS; Feedback connected to stimulus; Preschoolers; Switch behavior