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Preschoolers learn to switch with causally related feedback
Bianca M C W van Bers1, Ingmar Visser1, Maartje Raijmakers1
1Department of Developmental Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands.
Journal of Experimental Child Psychology
|June 4, 2014
Summary
Providing feedback during a computerized card sorting task significantly improved preschoolers' cognitive flexibility. This improvement in switch behavior persisted over time, highlighting the importance of feedback design for learning abstract rules.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Educational Technology
Background:
- Cognitive flexibility is crucial for preschoolers' development.
- Training cognitive flexibility presents significant challenges.
- The impact of feedback on early cognitive skill acquisition requires further investigation.
Purpose of the Study:
- To investigate the effect of feedback on preschoolers' cognitive flexibility.
- To examine the transfer of learned skills in a card sorting task.
- To understand how feedback design influences abstract rule learning.
Main Methods:
- Utilized a computerized Dimensional Change Card Sorting (DCCS) task with preschoolers.
- Implemented feedback causally linked to post-switch behavior.
- Compared performance between a feedback group and a standard (no feedback) group.
- Assessed skill transfer after 5 minutes and 1 week.
Main Results:
- Children receiving feedback demonstrated superior performance on the DCCS task.
- The positive effects of feedback transferred to a subsequent standard DCCS task.
- Preschoolers correctly switched to new rules, not opposing ones, indicating effective learning.
Conclusions:
- Feedback, when causally linked to behavior, enhances cognitive flexibility in preschoolers.
- The benefits of feedback-designed tasks show lasting effects on abstract rule learning.
- Preschoolers are sensitive to feedback mechanisms, improving their ability to adapt to new rules.
