Adele Diamond

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In all conditions, mental manipulation ofthe same/opposite rules is needed toinstantiate them as L or R keypresses.Children who err typically rememberwhich rule they should use (same oropposite) but impulsively respond beforeallowing themselves enough time tocompute that means a R or L keypress.
It is not that children forget the rules.Indeed, children often call out the correcthigher-order rule on trials in the mixedcondition (e.g., “same,” “opposite,”“opposite,” “same”) even as they aremaking errors.The problem seems to be in quicklytranslating the rule into the correctresponse when switching back & forth.
Page 2: The “Executive Functions” (EF),
Page 6 and 7: Being able to…(3) not giving in t
Page 8 and 9: (b) Working Memory:Holding informat
Page 10 and 11: orHolding information in mindwhile
Page 12 and 13: (c) COGNITIVE FLEXIBILITYbeing able
Page 14 and 15: In summary, Executive Functions inc
Page 16 and 17: There is much overlap between EF,es
Page 18 and 19: EF skills are important forschool r
Page 20 and 21: EF is important for school success.
Page 22 and 23: Many children beginschool lacking n
Page 24 and 25: I predict that improving youngchild
Page 26 and 27: Elena Bodrova & Deborah LeongThe To
Page 28 and 29: Tools of the Mind is anevidence-bas
Page 30 and 31: Vygotsky: Engagement in mature make
Page 32 and 33: Buddy Reading
Page 34 and 35: For Our Study: Both conditions invo
Page 36 and 37: All children came from thesame neig
Page 38 and 39: For our two EF outcome measureswe s
Page 40 and 41: HEARTS & FLOWERSCongruentIncongruen
Page 44: FLOWERS - INCONGRUENTNow you’ll s
Page 54 and 55: Dots Conditions: AccuracyPercent Co
Page 56 and 57: At every age studied, withoutexcept
Page 58 and 59: The opposite is true for young adul
Page 60 and 61: Development from 4-13 Years of Cogn
Page 63 and 64: Percentage of Correct Responses ont
Page 68: Flanker Task
Page 73 and 74: 300Flanker Effect by Stimulus Type2
Page 75 and 76: Dramatically Larger Flanker Effects
Page 77 and 78: Percentage of Correct Responses onS
Page 79 and 80: Whether children were inTools of th
Page 81 and 82: Academic outcomes wereobtained inde
Page 83 and 84: Correlation of Percentage of Correc
Page 85 and 86: Superior academic performance inchi
Page 87 and 88: EF skills are not immutable;they ca
Page 89 and 90: Environmental Influence onExecutive
Page 91 and 92: Part of why social dramatic play is
Page 93 and 94: Though often thought frivolous, pla
Page 95 and 96: Take-home Message #3:Importance ofA
Page 97 and 98: Take-home Message #4:Feedback Loops
Page 99 and 100:
Consider:Poor EF leads to problems
Page 101 and 102:
On the other hand, children whohave
Page 103 and 104:
The recent explosion in thediagnose
Page 105 and 106:
Many issues are not simplyEducation
Page 108 and 109:
Storytelling is great forincreasing
Page 111 and 112:
Dance is more thanjust movement orp
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Adele Diamond

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