Inhibitory control in number-conservation and class-inclusion tasks: A neo-Piagetian inter-task priming study

Gregoire Borst 1 Nicolas Poirel 1 Arlette Pineau 1 Mathieu Cassotti 1, 2 Olivier Houde 1
1 LaPsyDÉ - UMR 8240 - Laboratoire de psychologie du développement et de l'éducation de l'enfant
2 CGS i3 - Centre de Gestion Scientifique i3
Abstract : We investigated whether success in number-conservation and class-inclusion tasks relies on a general ability to inhibit mislead- ing strategies. Two groups of 10-year-olds performed inter-task priming between computerized versions of class-inclusion and number-conservation tasks (Experiment 1). In one group, the class- inclusion task served as a prime and the number-conservation task as an assessment probe and vice versa in the other group. Response times were shorter in the number-conservation task when per- formed after the class-inclusion task (and vice versa in the other group) than in control prime-probe sequences in which the primes did not require the inhibition of a misleading strategy. Experiment 2 showed that these inter-task priming effects did not simply reflect that class inclusion and number conservation rely on the reversibil- ity of concrete operations as Piaget would have hypothesized. Taken together the results are consistent with the neo-Piagetian assump- tion that cognitive development is rooted in both the acquisition of knowledge of incremental complexity and the ability to resist (inhibit) previous knowledge. Critically, the present finding sug- gests that the inhibitory ability is not domain- or strategy-specific.
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Contributeur : Mathieu Cassotti <>
Soumis le : lundi 1 juillet 2013 - 09:43:06
Dernière modification le : jeudi 11 avril 2019 - 16:02:24

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  • HAL Id : hal-00839879, version 1

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ENSMP | ENSMP_CGS | PARISTECH | UNIV-PARIS5 | PSL | INSTITUT-TELECOM | USPC | COMUE-NORMANDIE | UNICAEN

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Gregoire Borst, Nicolas Poirel, Arlette Pineau, Mathieu Cassotti, Olivier Houde. Inhibitory control in number-conservation and class-inclusion tasks: A neo-Piagetian inter-task priming study. Cognitive Development, Elsevier, 2012, 27, pp.283-298. ⟨hal-00839879⟩

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