The Object Classification Task for Children (OCTC): A Measure of Concept Generation and Mental Flexibility in Early Childhood
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In this study, the development of concept generation and mental flexibility was investigated in 84 Australian children between 3 and 7 years of age, using the Object Classification Task for Children (OCTC), a newly developed executive function test for use with young children. On this task, which was adapted from the Concept Generation Test (Levine, Stuss, & Milberg, 1995) and the Concept Generation Test for Children (Jacobs, Anderson, & Harvey, 2001), children were asked to categorize 6 plastic toys according to 3 predetermined groupings (i.e., color, size, and function). The test included 3 performance levels, each providing increasing levels of structure for the child. Findings from the OCTC show meaningful age-related changes in performance across age groups, with older children being less dependent on additional structure to complete the task, in comparison to younger children. Furthermore, findings from this study suggest that the ability to generate concepts emerges between 3 and 4 years of age, continuing to develop beyond the age of 7 years. A developmental spurt in cognitive flexibility was observed around 4 to 5 years of age, with refinement of this capacity occurring between 5 and 7 years of age. Results suggest that the OCTC is a useful measure of conceptual reasoning skills in early childhood.
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The Object Classification Task for Children can be used to assess conceptual reasoning in preschoolers.
“The assessment of conceptual reasoning in preschoolers can be attempted with the Object Classification Task for Children (Smidts, Jacobs, & Anderson, 2004).”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Smidts, Jacobs, & Anderson, 2004
It is not until children are aged 5 years that they can identify and sort according to a second and third dimension.
“It is not until children are aged 5-years that they can identify and sort according to a second and third dimension.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Smidts, Jacobs, & Anderson, 2004
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Self-citation
- Authors
- Smidts, D. P., Jacobs, R., & Anderson, V.
- Affiliations
- Vrije Universiteit Amsterdam (NL)
- The University of Melbourne (AU)
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2004-08
- Volume
- 26
- Issue
- 1
- Pages
- 385-401
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W1987413903
- Cited by
- 111
- References
- 50
- Citations by year
- 2026: 4 · 2025: 1 · 2024: 6 · 2023: 2 · 2022: 7 · 2021: 2 · 2020: 5 · 2019: 4 · 2018: 5 · 2017: 4 · 2016: 5 · 2015: 9 · 2014: 5 · 2013: 8 · 2012: 8
- FWCI
- 4.76
- Type
- journal article
- Language
- en
- Open access
- green
- research.vu.nl
- Licence
- other-oa
- Locations
- Developmental Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- VU Research Portal (submittedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- idea generation, cognitive flexibility, executive function, early childhood cognitive development, conceptual reasoning, categorization, age-related development, test development
- MeSH terms
- Age Factors, Attention, Awareness, Child, Child Development, Child, Preschool, Color Perception, Concept Formation, Cues, Discrimination Learning, Female, Form Perception, Humans, Male, Neuropsychological Tests, Problem Solving, Reference Values, Size Perception
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