Performance Effects of Reward-Related Feedback on the Dimensional Change Card Sort Task

The Journal of Genetic Psychology
Amanda R TarulloStacey N Doan

Abstract

The Dimensional Change Card Sort (DCCS) is one of the most widely used measures of preschool executive function, yet relatively little is known about how altering emotional demands of the task affects DCCS performance. This study examined the effects of emotionally evocative reward-related feedback on preschool children's performance on the DCCS in a sample of 105 children aged 3.5-4.5 years. In a within-subjects design, children completed the standard DCCS and a modified version of the DCCS in which sticker rewards were gained or lost after each trial. With a reward at stake, children were more accurate but had slower reaction time on the post-switch DCCS. Another sample (N = 20) of 3.5- to 4.5-year-olds who completed the standard DCCS twice without reward showed no change in performance, indicating results are not due to practice effects. Findings demonstrate preschool children's ability to adjust their approach to the DCCS in the presence of emotionally evocative reward-related feedback by prioritizing accuracy over speed. Trial-by-trial reward-related feedback may facilitate cognitive control in early childhood.

References

Aug 9, 2007·Developmental Science·Stuart MarcovitchRobin J Knapp
Dec 22, 2007·Archives of Clinical Neuropsychology : the Official Journal of the National Academy of Neuropsychologists·Raymond C K ChanEric Y H Chen
Jan 16, 2008·Psychological Bulletin·Nancy GaronIsabel M Smith
Oct 20, 2010·Developmental Psychology·Ryan D Honomichl, Zhe Chen
Jun 7, 2011·Journal of Cognition and Development : Official Journal of the Cognitive Development Society·Danielle M BeckStephanie M Carlson
Oct 4, 2011·Developmental Cognitive Neuroscience·Aarthi PadmanabhanBeatriz Luna

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Citations

Jul 31, 2020·Brain and Behavior·Kanda LertladaluckYusuke Moriguchi
Sep 14, 2021·Child Development·Lauren J Bryant, Kimberly Cuevas

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