Children's emerging ability to balance internal and external cognitive resources

Datos Bibliográficos

ID7149253
AutoresLily Dicken (0000-0003-1975-362X, The University of Queensland, autor de correspondencia), Thomas Suddendorf (0000-0003-3328-7442, The University of Queensland), Adam Bulley (0000-0001-8014-0078, The University of Sydney), Muireann Irish (0000-0002-4950-8169, The University of Sydney), Jonathan Redshaw (0000-0002-7729-1577, The University of Queensland)
Año2025
Volumen96
Número2
Páginas771-780
Fecha de publicación2025-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChild Development (JOURNAL)
Identificadores de la revistaISSN: 0009-3920 • E-ISSN: 1467-8624
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.14205
PMID39606811
OpenAlexW4404827151
IdiomaEN
Citas recibidas1
Referencias citadas32

Australian children aged 6–9 years (N = 120, 71 females; data collected in 2021-2022) were tasked with remembering the locations of 1, 3, 5, and 7 targets hidden under 25 cups on different trials. In the critical test phase, children were provided with a limited number of tokens to allocate across trials, which they could use to mark target locations and assist future memory performance. Following the search period, children were invited to adjust their previous token allocation. Although 8- to 9-year-olds prospectively allocated proportionately more tokens to more difficult trials, 6- to 7-year-olds did so only in retrospect. During middle childhood, humans become increasingly adept at weighing up when to rely on their unaided capacities and when to offload cognitive demand

Balance (ability) · Child development · Cognition · Cognitive development · Computer security · Developmental psychology · Security token · Child and Animal Learning Development · Computer Science · Memory and Neural Mechanisms · Memory Processes and Influences · Psychology