Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that
there are more flowers than daisies. Instead of the appropriate comparison of the relative …

Abstract Dempster (Dempster, 1995; Dempster & Corkill, 1999) proposed that
developmental changes in performance on Piagetian tasks could be related to changes in …

We investigated whether success in number-conservation and class-inclusion tasks relies
on a general ability to inhibit misleading strategies. Two groups of 10-year-olds performed …

We conducted three experiments to study the role of instrumental (eg knife–bread) and
categorical (eg cake–bread) relations in the development of conceptual organization with a …

According to Dempster, Piagetian tasks have more to do with the child's ability to resist
(inhibit) interference than they do with the ability to grasp their underlying logic. Here we …

Four experiments examined the development of negative priming (NP) in 3–5‐year‐old
children using as a measure of children's executive function (EF) the dimensional change …

Inhibition is a key executive function in adults and children for the acquisition and
expression of cognitive abilities. Using event-related potentials in a priming adaptation of a …

In the early 1990s, the concept of inhibition sparked a new surge of interest in cognitive
psychology, both in North America and in Europe. In the framework of that research trend, it …

Three experiments are reported that examined conceptual negative priming effects in
children 5 to 12 years of age. Experiment 1 used a negative priming variant of a flanker task …

64 kindergarten and 64 first-grade subjects were administered Piaget's class-inclusion task
and revised class-inclusion tasks involving several procedural variations. Each of these …