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Cited by 473Child and Animal Learning DevelopmentDevelopmental and Educational NeuropsychologyEarly Childhood Education and Development

Helping children apply their knowledge to their behavior on a dimension‐switching task

Kirkham, Natasha Z., Cruess, Loren, Diamond, Adele·2003·Developmental Science
DOI 10.1111/1467-7687.00300
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Abstract

To investigate why 3‐year‐olds have difficulty in switching sorting dimensions, children of 3 and 4 years were tested in one of four conditions on Zelazo's card sort task: standard, sleeve, label and face‐up. In the standard condition, children were required to sort blue‐truck and red‐star cards under either a blue‐star or red‐truck model card, first by color or shape, and then by the other dimension. Here 3‐year‐olds sorted correctly until the dimension changed; they continue to sort by the initial dimension. The sleeve condition (placing the sorting cards in an envelope prior to sorting) had little effect. In the label condition, the child labeled the relevant sorting dimension on each trial. Most 3‐year‐olds succeeded; evidently their labeling helped them refocus their attention, overcoming ‘attentional inertia’ (the pull to continue attending to the previously relevant dimension). In the face‐up condition, attentional inertia was strengthened because sorted cards were left face‐up; 4‐year‐olds performed worse than in the standard condition. We posit that attentional inertia is the core problem for preschoolers on the card sort task.

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Crossref · 10.1111/1467-7687.00300

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  • In the standard Dimensional Change Card Sort for children, most 3-year-olds perseverate during the post-switch phase, whereas most 5-year-olds switch flexibly.

    “Most 3-year-olds perseverate during the post-switch phase, continuing to sort test cards by the first dimension, whereas most 5-year-olds switch flexibly (e.g., Dick, Overton, & Kovacs, 2005; Kirkham, Cruess, & Diamond, 2003; Zelazo, Müller, Frye, & Marcovitch, 2003).”

    From NIH Toolbox Cognition Battery (CB): Validation of Executive Function Measures in Adults (2014) · cites this paper as Kirkham, Cruess, & Diamond, 2003

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Authors
Kirkham, N. Z., Cruess, L., & Diamond, A.
Affiliations
  • Stanford University (US)
  • University of Massachusetts Chan Medical School (US)
Corresponding author
Diamond, Adele
ORCID
Venue
Developmental Science
Publisher
Wiley
Published
2003-10-29
Volume
6
Issue
5
Pages
449-467
ISSN
  • 1363-755X (ISSN-L)
  • 1467-7687
DOI
10.1111/1467-7687.00300
OpenAlex
W2022090661
Cited by
473
References
5
Citations by year
2026: 4 · 2025: 8 · 2024: 7 · 2023: 13 · 2022: 13 · 2021: 16 · 2020: 15 · 2019: 19 · 2018: 22 · 2017: 27 · 2016: 28 · 2015: 19 · 2014: 29 · 2013: 33 · 2012: 33
FWCI
30.06
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Developmental Science (publishedVersion)
  • BIROn (Birkbeck, University of London) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
sorting task, preschool children, cognitive flexibility, attentional control, task switching, card sorting

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