<Weird the paper is from 2005 – based on the quality of the typography in the PDF it looks like its from the 80s>
- Examines an executive control task called “less is more” where 2 collections of desirable items of different amounts are presented, but pointing to the small collection presents the large collection, and pointing at the large collection presents the small collection
- Basically you have to do the opposite of what you want
- For 3 year olds, switching to a more symbolic version of the task improved results “as a function of symbolic distancing”
- “Development can be thought of as the progressive acquisition of knowledge or skills, but also enhanced inhibition of responses that mask these abilities (Diamond, 1990).”
- In general, performance in EF tasks improves rapidly from ages 3-6. They involve some sort of nontypical behavior – the marshmallow task would be an example of this.
- Indeed, children do better on this task when they are told to think of the marshmallow as a cloud instead of food
- “A key requirement for successful inhibition is to direct attention away from the salient perceptual or representational features of a stimulus that tend to elicit a prepotent response. For example, in Day/Night (Gerstadt et al., 1994), seeing a picture of the sun activates an association with ‘day,’ which must be replaced by a subdominant response, ‘night’.”
- There is a model that states that there is a “hot,” “go” part of the brain that develops first, and then comes a “cool,” “know” system
- When explicitly told and tested about the rules of the game, all children were able to show that they understood the rules outlined (they were repeated up to 3 times if necessary)
- The way they describe the results is weird. They use the word “probability” where ratio or something else seems like it would be correct. Either that or I am misunderstanding the paper
- They also say results were bimodal, but I don’t see what they are talking about.
- 4 year olds (but not 3 year olds) performed statistically significantly better than chance
- Results show that initial responses were impulsive but later slowed, indicating that they considered options and learned outcomes
- In the second study, a symbolic substitute was used (candy was replaced by stones). This series of two experiments were done one chimps and they did better with this second variant of the task
- Also with even more abstract representations (40 vs 100 dots, mouse vs elephant)
- Performance in the mouse-elephant task was significantly better than in the original task, but for all other designs differences were not significant
- Children correctly recalled the rules at the end of the game 93-100% accuracy