Structure and Implementation of Novel Task Rules: A Cross-Sectional Developmental Study. (July 2018)

• Record Type: Journal Article
• Authors: Verbruggen, Frederick; McLaren, Rossy; Pereg, Maayan; Meiran, Nachshon
• Is Part Of: Psychological science. Volume 29:Number 7(2018)
• Page Start: 1113
• Page End: 1125
• Publication Date: 2018-07
• Subjects: cognitive development -- rule implementation -- task instructions -- intention-based reflexivity -- interference -- open data; Psychology -- Periodicals; 150.5
• DOI: 10.1177/0956797618755322
• Languages: English
• ISSNs: 0956-7976

Abstract

Rule-based performance improves remarkably throughout childhood. The present study examined how children and adolescents structured tasks and implemented rules when novel task instructions were presented in a child-friendly version of a novel instruction-learning paradigm. Each miniblock started with the presentation of new stimulus-response mappings for a go task. Before this mapping could be implemented, subjects had to make responses in order to advance through screens during a preparatory (" next" ) phase. Children (4–11 years old) and late adolescents (17–19 years old) responded more slowly during the next phase when the next response was incompatible with the instructed stimulus-response mapping. This instruction-based interference effect was more pronounced in young children than in older children. We argue that these findings are most consistent with age-related differences in rule structuring. We discuss the implications of our findings for theories of rule-based performance, instruction-based learning, and development.