How do symbols affect 3- to 4-year-olds' executive function? Evidence from a reverse-contingency task

Developmental Science

Volumn 12, Issue 6, 2009, Pages 1070-1082

  Apperly, Ian A ^a   Carroll, Daniel J ^b  

^a UNIVERSITY OF BIRMINGHAM   (United Kingdom)

^b UNIVERSITY OF SHEFFIELD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD DEVELOPMENT; COGNITION; CONCEPT FORMATION; EXECUTIVE FUNCTION; FEMALE; HUMAN; LEARNING; MALE; NEUROPSYCHOLOGICAL TEST; PHYSIOLOGY; PRESCHOOL CHILD; PROBLEM SOLVING; SYMBOLISM; VISION;

CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; CONCEPT FORMATION; EXECUTIVE FUNCTION; FEMALE; HUMANS; LEARNING; MALE; NEUROPSYCHOLOGICAL TESTS; PROBLEM SOLVING; SYMBOLISM; VISUAL PERCEPTION;

EID: 70350113603     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2009.00856.x     Document Type: Article

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