What Comes First? How Selective Attentional Processes Regulate the Activation of a Motor Routine in a Manual Search Task

Autor/inn/en	Riviere, James; Falaise, Aurelie
Titel	What Comes First? How Selective Attentional Processes Regulate the Activation of a Motor Routine in a Manual Search Task
Quelle	In: Developmental Psychology, 47 (2011) 4, S.969-975 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0023767
Schlagwörter	Response Style (Tests); Disabilities; Toddlers; Toys; Task Analysis; Experiments; Preschool Children; Foreign Countries; Observation; Feedback (Response); Investigations; Developmental Psychology; Models; Error Patterns; Attention; Student Behavior; France + Suchen Sie Ihr Suchwort? Antwortverhalten; Handicap; Behinderung; Infant; Infants; Toddler; Kleinkind; Toy; Spielzeug; Aufgabenanalyse; Erprobung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Beobachtung; Untersuchung; Entwicklungspsychologie; Analogiemodell; Fehlertyp; Aufmerksamkeit; Student behaviour; Schülerverhalten; Frankreich
Abstract	An intriguing error has been observed in toddlers presented with a 3-location search task involving invisible displacements of an object, namely, the C-not-B task. In 3 experiments, the authors investigated the dynamics of the attentional focus process that is suspected to be involved in this task. In Experiment 1, 2.5-year-old children were tested on a new adaptation of the C-not-B task in which the opening of the experimenter's hand between cloths provided visual information about the correct localization of the toy. Children still emitted a strong response bias toward the last hiding place. In Experiment 2, 2.5-year-old children were tested on a new version of the task that was designed to investigate the role of the central location in the task. This 2nd experiment demonstrated that changing the hand's movement from A to C to B did not enable children to succeed in the task. In Experiment 3, 2.5-year-old children were tested in a situation that is analogous to the C-not-B with open hands task except for the fact that the experimenter dropped the toy under the 1st cloth in the path. Toddlers succeeded when the toy was hidden at Location A but not when it was hidden at Location B. Data indicate that attentional focus on the experimenter's hand motion is contingent on whether that stimulus is critical to performing the task. We argue that these findings provide a potential mechanism through which motor routines can be regulated in accordance with strategic intentions. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10