Scholarlink

<p>Flexibly using memories to guide planning behavior is critical for typical functioning, yet little is known of how this ability emerges and the mechanisms supporting performance. The current study examined children’s ability to generalize during memory-guided planning in a sample of 76 preschoolers (24 2-year-olds, <i>M</i> = 32.21&#xa0;months, <i>SD</i> = 2.21, 12 girls; 27 3-year-olds, <i>M</i> = 41.37&#xa0;months, <i>SD</i> = 3.50, 17 girls; and 25 4-year-olds, <i>M</i> = 54.64&#xa0;months, <i>SD</i> = 3.29, 6 girls). Results suggested that 3 and 4-year-olds can flexibly apply a memory from one context to another, while 2-year-olds struggle to generalize. Further, individual differences in inhibitory control predicted performance during memory-guided planning, providing a potential mechanism supporting its early development.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Inhibitory control and memory guided planning during early childhood

  • 期刊论文

  • 发表日期：

    2025年4月16日

查看全文
  • Tashauna L. Blankenship,
  • Que Anh Pham

摘要

Flexibly using memories to guide planning behavior is critical for typical functioning, yet little is known of how this ability emerges and the mechanisms supporting performance. The current study examined children’s ability to generalize during memory-guided planning in a sample of 76 preschoolers (24 2-year-olds, M = 32.21 months, SD = 2.21, 12 girls; 27 3-year-olds, M = 41.37 months, SD = 3.50, 17 girls; and 25 4-year-olds, M = 54.64 months, SD = 3.29, 6 girls). Results suggested that 3 and 4-year-olds can flexibly apply a memory from one context to another, while 2-year-olds struggle to generalize. Further, individual differences in inhibitory control predicted performance during memory-guided planning, providing a potential mechanism supporting its early development.