Contribution of Executive Functions to Learning Sequential Actions in Young Children

• DOI: 10.1111/cdev.13489
• Publication Date: 2020-12-25T01:10:05Z
• Authors: Kaichi Yanaoka; Satoru Saito
• Keywords: Representation

This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese Experiments 1 ( N = 52; 3–6 years) and 2 50, 4–6 performed actions repeatedly; one group received reminders. Experiment indicated that reminders promote flexible changes contextual representations. observed such effects younger showed were associated with the representation of context. Reminders did not perfectly compensate for role but wiped out individual differences contribute to children’s acquisition routines. Therefore, setting goals before context‐dependent is necessary, sufficient, modulate representations