The Growth of Flexible Problem Solving: Preschool Children Use Changing Verbal Cues to Infer Multiple Word Meanings

By Gedeon O. Deák. 2000

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7fb1f9ed239127d7402f9df37f8d97f4bbad0858

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ulrich Müller,
2. Philip David Zelazo
3. Marisa C. Isaac
4. Wendy S. C. Lee
5. Françoise Bonthoux
6. Donaya Hongwanishkul
7. Agnès Blaye
8. Kelly B. Cartwright

In Education

1. Douglas Frye
2. Wendy S. C. Lee
3. Françoise Bonthoux
4. Donaya Hongwanishkul
5. Philip David Zelazo
6. Agnès Blaye
7. Ulrich Müller,
8. Kelly B. Cartwright

In Statistics and Probability

1. Wendy S. C. Lee
2. Françoise Bonthoux
3. Donaya Hongwanishkul
4. Philip David Zelazo
5. Agnès Blaye
6. Ulrich Müller,
7. Kelly B. Cartwright
8. T. R. Marshall

Citations in the corpus

• Thematic and taxonomic relations in preschoolers: The development of flexibility in categorization choices (2001, background): “All of these experiments deal with within-participant s categorical flexibility in preschoolers; however, none of these studies has analysed individual patterns of change between different types of categorical relations (but see for one exception Deák, 2000).”
• The development of executive function in early childhood. (1991, background): “…but there is a growing consensus that these increases may be usefully studied under the rubric of executive function (e.g., Carlson & Moses, 2001; Deak, 2000; Frye, 1999; Halford, Wilson, & Phillips, 1998; Kirkham, Cruess, & Diamond, in press; Munakata & Yerys, 2001; Perner, Stummer, & Lang,…”
• Executive function in preschoolers: a review using an integrative framework. (2008, unknown): “Studies using other dimension shift tasks have also found improved performance from 3 to 4 years of age (Cepeda, Deák, Sedlik, & Weisser, 2005; Deák, 2000; Deák & Narasimham, 2003; Deák, Ray, & Pick, 2004; Dowsett & Livesey, 2000; Legare & Deák, 2005).”
• Assessment of Hot and Cool Executive Function in Young Children: Age-Related Changes and Individual Differences (2005, methodology): “…theory of mind (e.g., Frye, Zelazo, & Palfai, 1995; Hughes, 1998; Perner & Lang, 1999) to understanding symbols and word meaning (e.g., Bialystok & Martin, 2003; Deák , 2000; O’Sullivan, Mitchell, & Daehler, 2001) to reasoning about physical causality (e.g., Frye, Zelazo, Brooks, & Samuels, 1996).”
• The Development of Graphophonological-Semantic Cognitive Flexibility and Its Contribution to Reading Comprehension in Beginning Readers (2010, background): “Recent work suggests cognitive flexibility is related to this developmental feat, providing children the ability to coordinate flexibly the multiple elements involved in language processing (Deak, 2000 , 2003 ; Jacques & Zelazo, 2005a ).”