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Moving word learning to a novel space: A dynamic systems view of referent selection and retention
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Dynamic-field based task dynamic application (DFTaDA): An embodied model of speech production ...
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Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention
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Validating a new methodology for optical probe design and image registration in fNIRS studies
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Non-Bayesian noun generalization in 3- to 5-year-old children:Probing the role of prior knowledge in the suspicious coincidence effect
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Non-Bayesian noun generalization in 3- to 5-year-old children: Probing the role of prior knowledge in the suspicious coincidence effect
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Contributions of Dynamic Systems Theory to Cognitive Development
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A neurobehavioral model of flexible spatial language behaviors.
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When seeing is knowing: The role of visual cues in the dissociation between children’s rule knowledge and rule use
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Abstract:
The Dimensional Change Card Sort (DCCS) task requires children to switch from sorting cards based on shape or color to sorting based on the other dimension. Typically, 3-year-olds perseverate, whereas 4-year-olds flexibly sort by different dimensions. Zelazo and colleagues (1996, Cognitive Development, 11, 37-63) asked children questions about the postswitch rules and found an apparent dissociation between rule knowledge and rule use, namely that 3-year-olds demonstrate accurate knowledge of the postswitch rules despite sorting cards incorrectly. Here, we show that children's success with these questions is grounded in their use of available visual cues; children who fail sorting use the target cards to correctly answer questions, and when the cards are unavailable they guess. This suggests that there might not be a dissociation between children's rule knowledge and rule use in the DCCS.
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URL: https://doi.org/10.1016/j.jecp.2011.11.005 https://ueaeprints.uea.ac.uk/id/eprint/55588/
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Contributions of Dynamic Systems Theory to Cognitive Development
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In: Faculty Publications, Department of Psychology (2012)
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