ARTICLE WITH PEER COMMENTARIES AND RESPONSE Helping children apply their knowledge to their behavior on a dimension-switching task

By N. Kirkham, Loren Cruess, A. Diamond. 2003

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Self-and Social-Regulation Social Interaction and the Development of Social Understanding and Executive Functions (2009, background): “Th at is, the authors argue that “children of 3 years have diffi culty inhibiting their focus on the fi rst aspect of a stimulus … that was relevant for their behavior …” (Kirkham et al., 2003, p. 451).”
Language and Executive Functions: The Effect of Articulatory Suppression on Executive Functioning in Children (2012, background): “Other possible accounts explaining the development of EFs with language as possible supporting factor are: the “attentional inertia” account (failing to disengage from a previously established way of thinking of an object; Kirkham, Cruess, & Diamond, 2003 ), the “goal neglect” account (failing to c”
Attention and inhibition in bilingual children: evidence from the dimensional change card sort task. (2004, methodology): “Kirkham, Cruess and Diamond (2003) revised the procedure by requiring the child to name the card before placing it into the sorting box.”
The development of executive function in childhood (2008, methodology): “The DCCS as a measure of shifting in children A more successful variation of the WCST for children, the Dimensional Change Card Sort test (DCCS) was pioneered by Zelazo and colleagues (Frye, Zelazo, & Palfai, 1995; Zelazo, Frye, & Rapus, 1996) and is now a widely used measure of set-shifting ability”