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Title: The development of learning, performing, and controlling repeated sequential actions in young children
Authors: Yanaoka, Kaichi
Saito, Satoru  kyouindb  KAKEN_id  orcid https://orcid.org/0000-0002-0403-3606 (unconfirmed)
Author's alias: 柳岡, 開地
齊藤, 智
Keywords: Context
Executive functions
Goal
Graded representation
Routines
Young children
Issue Date: Apr-2022
Publisher: Wiley
Journal title: Topics in Cognitive Science
Volume: 14
Issue: 2
Start page: 241
End page: 257
Abstract: Our daily lives are composed of several sequential actions that we perform routinely, such as making breakfast, taking a train, and changing clothes. Previous research has demonstrated that a routine system plays a role in performing and controlling repeated sequential actions in familiar situations, and a top-down control system involves the control of the routine system in novel situations. Specifically, most developmental studies have focused on the top-down control system (e.g., executive functions) as a factor enabling the control of goal-directed actions in novel situations. Yet, it has not been thoroughly examined how young children learn, perform, and control repeated sequential actions in familiar contexts. In this review, based on recent computational accounts for adults, we highlight two critical aspects of the routine system from a developmental perspective: (1) automatic flexible changes of contextual representations, which enables humans to select context-dependent actions appropriately; and (2) detection of deviant situations, which signals the need for control to avoid errors. In addition, we propose the developmental mechanism underlying the routine system and its potential driving factors such as statistical regularities and executive functions. Finally, we suggest that an investigation into the interplay between routine and executive functions can form foundations for understanding learning, performing, and controlling repeated sequential actions in young children and discuss future directions in this area.
Rights: This is the peer reviewed version of the following article: [Yanaoka, K. and Saito, S. (2022), The Development of Learning, Performing, and Controlling Repeated Sequential Actions in Young Children. Top. Cogn. Sci., 14: 241-257.], which has been published in final form at [https://doi.org/10.1111/tops.12557]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
This is not the published version. Please cite only the published version. この論文は出版社版でありません。引用の際には出版社版をご確認ご利用ください。
URI: http://hdl.handle.net/2433/269474
DOI(Published Version): 10.1111/tops.12557
PubMed ID: 34125991
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