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Task Switching and Cognitive Control$
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James Grange and George Houghton

Print publication date: 2014

Print ISBN-13: 9780199921959

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199921959.001.0001

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Cognitive Flexibility in Childhood and Adolescence

Cognitive Flexibility in Childhood and Adolescence

Chapter:
(p.332) 13 Cognitive Flexibility in Childhood and Adolescence
Source:
Task Switching and Cognitive Control
Author(s):

Sabine Peters

Eveline A. Crone

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199921959.003.0013

This chapter focuses on cognitive flexibility in childhood and adolescence. Studying the development of cognitive control during childhood provides important insights, as the neural architecture thought to serve cognitive control (e.g. the frontal lobes) is not fully developed in adolescence. It reviews the behavioral and neural development of two types of cognitive flexibility: instructed flexibility (more typically measured by the standard task switching paradigm) and adaptive flexibility (measured with performance-monitoring paradigms). The chapter concludes that both types of flexibility are dissociable when comparing adults with typically developing children, and provides ideas for future research.

Keywords:   children, adolescents, cognitive control, behavioral development, neural development, instructed flexibility, adaptive flexibility

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