Executive function refers to the cognitive systems that control and manage other cognitive processes. Executive functions help people to manage their life tasks; some of these processes let children to be organized and keep track of things physically and mentally. Working memory helps children to keep information in their mind. Decision making helps them to think before they act. Also Executive function helps them in attention, focus and other more tasks. According to David Zelazo Executive function refers to one’s conscious ability to control processes such as thought, action, and emotion (2003). As children understanding the rules of the game and how it involves a confident level of executive function.of executive function.
Researchers have …show more content…
The first step the experimenter introduced the two targets the green bear and the yellow hammer. We placed the two cards upright in the tray after that, the experimenter was told the following scenario to the child: The first game will be a color game where we will put all the green cards on this tray and all the yellow cards on the other tray. Then we sorted the first yellow bear card and then asked the child to sort the second green hammer card. If the child placed the card incorrectly in the demonstration, the experimenter will help them to put it right and explain again that it’s a color game and it should be here with the other green ones. After we did the six trials of the color game and without stopping in between we told them. Now we're going to play a new game. We’re not going to play the color game anymore. We’re going to play the shape game and explained that all the bears go to this tray and all the hammers go on the other tray. The experimenter had to repeat that this is a shape game and all the bears here and the hammers there. In this post-switch phase it was also consider of 6 trials and using 3 cards of each color, the cards were presented randomly in each …show more content…
Some of the younger children had some difficulty following the color game and the shape game.
Results
We predicted that older children will perform better than the younger children at the post-switch phase. To test our predictions we ran a mixed ANOVA to analyze the effect of age and phase on the dimensional change task performance. The results, there is a significant main effect of interaction F (1, 64) = 12.055, P<0.13. In the pre-switch phase the younger and older children did equally (M = 5.77, SD = .808) and older children (M = 5.97, SD = .180) did equally well. In the post-switch phase younger children (M = 3.4, SD = 2.580) did not performed as well as older children (M= 5.16, SD = 1.968).
Researchers have …show more content…
The first step the experimenter introduced the two targets the green bear and the yellow hammer. We placed the two cards upright in the tray after that, the experimenter was told the following scenario to the child: The first game will be a color game where we will put all the green cards on this tray and all the yellow cards on the other tray. Then we sorted the first yellow bear card and then asked the child to sort the second green hammer card. If the child placed the card incorrectly in the demonstration, the experimenter will help them to put it right and explain again that it’s a color game and it should be here with the other green ones. After we did the six trials of the color game and without stopping in between we told them. Now we're going to play a new game. We’re not going to play the color game anymore. We’re going to play the shape game and explained that all the bears go to this tray and all the hammers go on the other tray. The experimenter had to repeat that this is a shape game and all the bears here and the hammers there. In this post-switch phase it was also consider of 6 trials and using 3 cards of each color, the cards were presented randomly in each …show more content…
Some of the younger children had some difficulty following the color game and the shape game.
Results
We predicted that older children will perform better than the younger children at the post-switch phase. To test our predictions we ran a mixed ANOVA to analyze the effect of age and phase on the dimensional change task performance. The results, there is a significant main effect of interaction F (1, 64) = 12.055, P<0.13. In the pre-switch phase the younger and older children did equally (M = 5.77, SD = .808) and older children (M = 5.97, SD = .180) did equally well. In the post-switch phase younger children (M = 3.4, SD = 2.580) did not performed as well as older children (M= 5.16, SD = 1.968).