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Preschoolers' Win-Stay/Lose-Shift Strategy Use in the Children's Gambling Task.

Seokyung Kim1, Stephanie M Carlson1

  • 1Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA.

Behavioral Sciences (Basel, Switzerland)
|January 28, 2026
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Summary

Preschoolers adapt decision-making strategies over time, learning to favor advantageous choices. Metacognition, or knowing what you know, significantly improves this adaptive strategy use in children.

Keywords:
Children’s Gambling Taskadaptive decision-makingcognitive self-regulationexecutive functionmetacognitionwin–stay/lose–shift strategies

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Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience
  • Behavioral Economics

Background:

  • Adaptive decision-making relies on flexible responses to feedback and temporal information integration.
  • Win-stay/lose-shift strategies describe immediate behavioral adjustments based on recent outcomes.
  • Previous research explored these strategies in the Preschool Gambling Task, but not the Children's Gambling Task (CGT).

Purpose of the Study:

  • To investigate if preschoolers adjust win-stay/lose-shift strategies in the CGT as they learn environmental contingencies.
  • To determine if higher cognitive self-regulation, specifically executive function (EF) and metacognition, enhances effective deck-specific strategy use in the CGT.
  • To examine age-related differences in strategy use among preschoolers.

Main Methods:

  • A shortened 40-trial Children's Gambling Task (CGT) was administered to 98 typically developing 3-5-year-olds.
  • The CGT featured one advantageous deck (smaller rewards/losses, net gain) and one disadvantageous deck (larger rewards/losses, net loss).
  • Cognitive self-regulation (EF, metacognition), age, and verbal ability were assessed to predict strategy use.

Main Results:

  • Preschoolers demonstrated increased win-stay behavior in the advantageous deck over time.
  • Lose-shift behavior decreased over time irrespective of the deck, with 3-year-olds showing less lose-shift than older children.
  • Metacognition, but not EF, uniquely predicted deck-specific strategy use, with higher metacognition correlating with more adaptive win-stay/lose-shift choices.

Conclusions:

  • Preschoolers exhibit strategic adaptation in decision-making tasks, adjusting their behavior based on learned contingencies.
  • Metacognition plays a crucial role in guiding adaptive decision-making, enabling children to effectively utilize deck-specific strategies.
  • Findings highlight the importance of metacognitive skills in the development of flexible and goal-directed behavior in early childhood.