Language and the Development of Cognitive Control

Topics in Cognitive Science

Volumn 2, Issue 4, 2010, Pages 631-642

  Cragg, Lucy ^a   Nation, Kate ^b  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

^b UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

Cognitive control; Cognitive flexibility; Development; Executive function; Inner speech; Task switching

Indexed keywords

ADULT; CHILD; CHILD DEVELOPMENT; EXECUTIVE FUNCTION; HUMAN; LANGUAGE; PHYSIOLOGY;

ADULT; CHILD; CHILD DEVELOPMENT; EXECUTIVE FUNCTION; HUMANS; LANGUAGE;

EID: 79953025682     PISSN: 17568757     EISSN: 17568765     Source Type: Journal    
DOI: 10.1111/j.1756-8765.2009.01080.x     Document Type: Article

References (55)

1. Allport, A., & Wylie, G. (2000). Task switching, stimulus-response bindings, and negative priming. In S. Monsell & J. Driver (Eds.), Control of cognitive processes: Attention and performance XVIII (pp. 35-70). Cambridge, MA: MIT Press.
2. Baddeley, A. D., Chincotta, D., & Adlam, A. (2001). Working memory and the control of action: Evidence from task switching. Journal of Experimental Psychology: General, 130(4), 641-657.
3. Bryck, R. L., & Mayr, U. (2005). On the role of verbalization during task set selection: Switching or serial order control? Memory & Cognition, 33(4), 611-623.
4. Carlson, S. M., & Beck, D. M. (2009). Symbols as tools in the development of executive function. In A. Winsler, C. Fernyhough, & I. Montero (Eds.), Private speech, executive functioning, and the development of verbal self-regulation (pp. 182-194). Cambridge, England: Cambridge University Press.
5. Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282-298.
6. Chevalier, N., & Blaye, A. (2009). Setting goals to switch between tasks: Effect of cue transparency on children's cognitive flexibility. Developmental Psychology, 45(3), 782-797.
7. Coldren, J. T., & Colombo, J. (1994). The nature and processes of preverbal learning: Implications from nine-month-old infants' discrimination problem solving. Monographs of the Society for Research in Child Development, 59(4), 1-92.
8. Cragg, L., & Chevalier, N. (2009). The processes underlying flexibility in childhood. The Quarterly Journal of Experimental Psychology, 17 November (iFirst).
9. Cragg, L., & Nation, K. (2007). Self-ordered pointing as a measure of working memory in typically developing children. Memory, 15(5), 526-535.
10. Cragg, L., & Nation, K. (2009). Shifting development in mid-childhood: The influence of between-task interference. Developmental Psychology, 45(5), 1465-1479.
11. Deák, G. O. (2003). The development of cognitive flexibility and language abilities. Advances in Child Development and Behavior, 31, 271-327.
12. Deák, G. O., Ray, S. D., & Pick, A. D. (2004). Effects of age, reminders, and task difficulty on young children's rule-switching flexibility. Cognitive Development, 19(3), 385-400.
13. Emerson, M. J., & Miyake, A. (2003). The role of inner speech in task switching: A dual-task investigation. Journal of Memory and Language, 48(1), 148.
14. Fernyhough, C., & Fradley, E. (2005). Private speech on an executive task: Relations with task difficulty and task performance. Cognitive Development, 20(1), 103-120.
15. Gilbert, S., & Shallice, T. (2002). Task switching: A PDP model. Cognitive Psychology, 44(3), 297-337.
16. Goschke, T. (2000). Intentional reconfiguration and involuntary persistence in task set switching. In S. Monsell & J. Driver (Eds.), Control of cognitive processes: Attention and performance XVIII (pp. 331-356). Cambridge, MA: MIT Press.
17. Goschke, T. (2003). Voluntary action and cognitive control from a cognitive neuroscience perspective. In S. Maasen, W. Prinz, & G. Roth (Eds.), Voluntary action: Brains, minds, and sociality (pp. 49-85). Oxford, England: Oxford University Press.
18. Gruber, O., & Goschke, T. (2004). Executive control emerging from dynamic interactions between brain systems mediating language, working memory and attentional processes. Acta Psychologica, 115(2-3), 105-121.
19. Halliday, M. S., Hitch, G. J., Lennon, B., & Pettipher, C. (1990). Verbal short-term memory in children: The role of the articulatory loop. European Journal of Cognitive Psychology, 2, 23-38.
20. Hitch, G. J., & Halliday, M. S. (1983). Working memory in children. Philosophical Transactions of the Royal Society, Series B, 302, 324-340.
21. Hongwanishkul, D., Happaney, K. R., Lee, W. S. C., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28(2), 617-644.
22. Huizinga, M., Dolan, C. V., & Van Der Molen, M. W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017.
23. Jacques, S., & Zelazo, P. D. (2005a). Language and the development of cognitive flexibility: Implications for theory of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 144-162). Oxford, England: Oxford University Press.
24. Jacques, S., & Zelazo, P. D. (2005b). On the possible roots of cognitive flexibility. In B. D. Homer & C. S. Tamis-LeMonda (Eds.), The development of social cognition and communication (pp. 53-81). Mahwah, NJ: Lawrence Erlbaum Associates.
25. Jordan, P. L., & Morton, J. B. (2008). Flankers facilitate 3-year-olds' performance in a card-sorting task. Developmental Psychology, 44(1), 265-274.
26. Karbach, J., & Kray, J. (2007). Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood. Journal of Cognition and Development, 8(2), 205-236.
27. Kharitonova, M., Chien, S., Colunga, E., & Munakata, Y. (2009). More than a matter of getting "unstuck": Flexible thinkers use more abstract representations than perseverators. Developmental Science, 12(4), 662-669.
28. Kirkham, N. Z., Cruess, L., & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6(5), 449-476.
29. Kray, J., Eber, J., & Karbach, J. (2008). Verbal self-instructions in task switching: A compensatory tool for action-control deficits in childhood and old age? Developmental Science, 11(2), 223-236.
30. Lidstone, J., Fernyhough, C., Meins, E., & Whitehouse, A. (2009). Brief report: Inner speech impairment in children with autism is associated with greater nonverbal than verbal skills. Journal of Autism and Developmental Disorders, 39(8), 1222-1225.
31. Logan, G. D., & Schneider, D. W. (2006). Interpreting instructional cues in task switching procedures: The role of mediator retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(2), 347-363.
32. Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behaviour. London: Pergamon Press Ltd.
33. Mansouri, F., & Tanaka, K. (2002). Behavioral evidence for working memory of sensory dimension in macaque monkeys. Behavioural Brain Research, 136(2), 415-426.
34. Martin-Rhee, M. M., & Bialystok, E. (2008). The development of two types of inhibitory control in monolingual and bilingual children. Bilingualism: Language and Cognition, 11, 81-93.
35. Miyake, A., Emerson, M. J., Padilla, F., & Ahn, J. C. (2004). Inner speech as a retrieval aid for task goals: The effects of cue type and articulatory suppression in the random task cuing paradigm. Acta Psychologica, 115(2-3), 123-142.
36. Monsell, S. (2003). Task switching. Trends in Cognitive Sciences, 7(3), 134-140.
37. Müller, U., Zelazo, P. D., Leone, T., Hood, S., & Rohrer, L. (2004). Interference control in new rule use task: Age-related changes, labeling and attention. Child Development, 75(5), 1-16.
38. Nakahara, K., Hayashi, T., Konishi, S., & Miyashita, Y. (2002). Functional MRI of macaque monkeys performing a cognitive set-shifting task. Science, 295, 1532-1536.
39. Perner, J., & Lang, B. (2002). What causes 3-year-olds' difficulty on the dimensional change card sorting task? Infant and Child Development, 11(2), 93-105.
40. Rubenstein, J. S., Meyer, D. E., & Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763-797.
41. Russell, J., Jarrold, C., & Hood, B. (1999). Two intact executive capacities in children with autism: Implications for the core executive dysfunctions in the disorder. Journal of Autism and Developmental Disorders, 29, 103-112.
42. Saeki, E., & Saito, S. (2004). Effect of articulatory suppression on task-switching performance: Implications for models of working memory. Memory, 12(3), 257-271.
43. Schneider, W., Lockl, K., & Fernandez, O. (2004). Interrelationships among theory of mind, executive control, language development, and working memory in young children: A longitudinal analysis. In W. Schneider, R. Schumann-Hengsteler, & B. Sodian (Eds.), Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 259-284). Hove, England: Psychology Press.
44. Schneider, D. W., & Logan, G. D. (2005). Modeling task switching without switching tasks: A short-term priming account of explicitly cued performance. Journal of Experimental Psychology: General, 134(3), 343-367.
45. Towse, J. N., Redbond, J., Houston-Price, C. M. T., & Cook, S. (2000). Understanding the dimensional change card sort: Perspectives from task success and failure. Cognitive Development, 15(3), 347.
46. Vygotsky, L. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press.
47. Vygotsky, L., & Luria, A. R. (1994). Tool and symbol in child development. In R. Van Der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 99-174). Oxford, England: Blackwell.
48. Whitehouse, A. J. O., Maybery, M. T., & Durkin, K. (2006). Inner speech impairments in autism. Journal of Child Psychology and Psychiatry, 47, 857-865.
49. Winsler, A., Fernyhough, C., & Montero, I. (Eds.) (2009). Private speech, executive functioning, and the development of verbal self-regulation. Cambridge, England: Cambridge University Press.
50. Winsler, A., & Naglieri, J. (2003). Overt and covert verbal problem-solving strategies: Developmental trends in use, awareness, and relations with task performance in children aged 5 to 17. Child Development, 74, 659-678.
51. Wolfe, C. D., & Bell, M. A. (2004). Working memory and inhibitory control in early childhood: Contributions from physiology, temperament, and language. Developmental Psychobiology, 44, 68-83.
52. Yerys, B. E., & Munakata, Y. (2006). When labels hurt but novelty helps: Children's perseveration and flexibility in a card-sorting task. Child Development, 77(6), 1589-1607.
53. Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11(1), 37-63.
54. Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), 1-151.
55. Zelazo, P. D., Reznick, J. S., & Piñon, D. E. (1995). Response control and the execution of verbal rules. Developmental Psychology, 31, 508-517.