When seeing is knowing: The role of visual cues in the dissociation between children’s rule knowledge and rule use

Buss, Aaron T. and Spencer, John P. (2012) When seeing is knowing: The role of visual cues in the dissociation between children’s rule knowledge and rule use. Journal of Experimental Child Psychology, 111 (3). pp. 561-569. ISSN 0022-0965

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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.

Item Type:	Article
Uncontrolled Keywords:	executive function,rule use,dimensional change card sort,rule knowledge,knowledge-action
Faculty \ School:	Faculty of Social Sciences > School of Psychology
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Developmental Science
Depositing User:	Pure Connector
Date Deposited:	01 Dec 2015 10:00
Last Modified:	06 Feb 2025 05:59
URI:	https://ueaeprints.uea.ac.uk/id/eprint/55588
DOI:	10.1016/j.jecp.2011.11.005

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