|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|154106||2018||13 صفحه PDF||سفارش دهید||8934 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of Experimental Child Psychology, Volume 167, March 2018, Pages 246-258
This article provides a selective review of the literature on executive function development and related topics, focusing on the conceptual and terminological confusions that might hinder communication among researchers in the field. The distinctions between working memory and updating, and between shifting and flexibility, are discussed. Methodological problems, which have implications regarding whether a certain task can be considered a measure of a psychological construct, are also discussed. Research on preschoolers is examined with particular attention because it is a rapidly growing but controversial field that seems in particular need of greater conceptual clarity. As a specific touchstone case, we discuss whether the Multidimensional Card Selection Task (MCST) created by Podjarny, Kamawar, and Andrews (2017) should better be considered a measure of concurrent cognitive flexibility or working memory capacity. It is argued that connecting tasks to theoretical constructs is not warranted unless based on rigorous empirical testing of well-formulated models.