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When knowledge is not enough: the phenomenon of goal neglect in preschool children.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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When knowledge is not enough: the phenomenon of goal neglect in preschool children. / Towse, John N.; Lewis, Charlie; Knowles, Mark.
In: Journal of Experimental Child Psychology, Vol. 96, No. 4, 04.2007, p. 320-332.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Towse, JN, Lewis, C & Knowles, M 2007, 'When knowledge is not enough: the phenomenon of goal neglect in preschool children.', Journal of Experimental Child Psychology, vol. 96, no. 4, pp. 320-332. https://doi.org/10.1016/j.jecp.2006.12.007

APA

Towse, J. N., Lewis, C., & Knowles, M. (2007). When knowledge is not enough: the phenomenon of goal neglect in preschool children. Journal of Experimental Child Psychology, 96(4), 320-332. https://doi.org/10.1016/j.jecp.2006.12.007

Vancouver

Towse JN, Lewis C, Knowles M. When knowledge is not enough: the phenomenon of goal neglect in preschool children. Journal of Experimental Child Psychology. 2007 Apr;96(4):320-332. doi: 10.1016/j.jecp.2006.12.007

Author

Towse, John N. ; Lewis, Charlie ; Knowles, Mark. / When knowledge is not enough: the phenomenon of goal neglect in preschool children. In: Journal of Experimental Child Psychology. 2007 ; Vol. 96, No. 4. pp. 320-332.

Bibtex

@article{dedda980b7eb4facbea85c70312c3d3c,
title = "When knowledge is not enough: the phenomenon of goal neglect in preschool children.",
abstract = "We argue that the concept of goal neglect can be fruitfully applied to understand children{\textquoteright}s potential problems in experimental tasks and real-world settings. We describe an assessment of goal neglect developed for administration to preschool children, and report data on two measures derived from this task alongside the Dimensional Change Card Sort (DCCS) and an Opposite-colour responseinhibition task. The propensity to neglect initial task cues was uniquely linked to response-inhibition, while neglect of a later cue was uniquely linked to the DCCS. Additional evidence suggests that recovery from neglect can occur, and shows that goal neglect varies with the cognitive transparency of the signifying cue. Data demonstrate the importance of, and place constraints on, current theories of information-regulation, and foreground the notion of graded representations in working memory and executive functioning.",
keywords = "Executive function, Representation, Memory, Attention",
author = "Towse, {John N.} and Charlie Lewis and Mark Knowles",
note = "The final, definitive version of this article has been published in the Journal, Journal of Experimental Child Psychology, 96 (4), 2007, {\textcopyright} ELSEVIER.",
year = "2007",
month = apr,
doi = "10.1016/j.jecp.2006.12.007",
language = "English",
volume = "96",
pages = "320--332",
journal = "Journal of Experimental Child Psychology",
issn = "0022-0965",
publisher = "ELSEVIER ACADEMIC PRESS INC",
number = "4",

}

RIS

TY - JOUR

T1 - When knowledge is not enough: the phenomenon of goal neglect in preschool children.

AU - Towse, John N.

AU - Lewis, Charlie

AU - Knowles, Mark

N1 - The final, definitive version of this article has been published in the Journal, Journal of Experimental Child Psychology, 96 (4), 2007, © ELSEVIER.

PY - 2007/4

Y1 - 2007/4

N2 - We argue that the concept of goal neglect can be fruitfully applied to understand children’s potential problems in experimental tasks and real-world settings. We describe an assessment of goal neglect developed for administration to preschool children, and report data on two measures derived from this task alongside the Dimensional Change Card Sort (DCCS) and an Opposite-colour responseinhibition task. The propensity to neglect initial task cues was uniquely linked to response-inhibition, while neglect of a later cue was uniquely linked to the DCCS. Additional evidence suggests that recovery from neglect can occur, and shows that goal neglect varies with the cognitive transparency of the signifying cue. Data demonstrate the importance of, and place constraints on, current theories of information-regulation, and foreground the notion of graded representations in working memory and executive functioning.

AB - We argue that the concept of goal neglect can be fruitfully applied to understand children’s potential problems in experimental tasks and real-world settings. We describe an assessment of goal neglect developed for administration to preschool children, and report data on two measures derived from this task alongside the Dimensional Change Card Sort (DCCS) and an Opposite-colour responseinhibition task. The propensity to neglect initial task cues was uniquely linked to response-inhibition, while neglect of a later cue was uniquely linked to the DCCS. Additional evidence suggests that recovery from neglect can occur, and shows that goal neglect varies with the cognitive transparency of the signifying cue. Data demonstrate the importance of, and place constraints on, current theories of information-regulation, and foreground the notion of graded representations in working memory and executive functioning.

KW - Executive function

KW - Representation

KW - Memory

KW - Attention

U2 - 10.1016/j.jecp.2006.12.007

DO - 10.1016/j.jecp.2006.12.007

M3 - Journal article

VL - 96

SP - 320

EP - 332

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

IS - 4

ER -