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{
    "pk": 26795,
    "title": "Executive function and attention predict low-income preschoolers’active category learning",
    "subtitle": null,
    "abstract": "Recent studies find that school-age children learn better whenthey have active control during study. Yet little is knownabout how individual differences in strategy or cognitive con-trol skills may affect active learning for preschoolers, nor ifexperimental measures of active learning map onto real-worldlearning outcomes. The current study assesses 101 low-income5-year-olds on an active category learning task, and measuresof executive function, attention, and school readiness. We findthat preschoolers use an informative sampling strategy for cat-egories defined by stimuli features in 1D and when presentedwith a distractor dimension (2D). Children accurately classifyin 1D, but show mixed performance in 2D. Attention predictssampling accuracy, and working memory and inhibitory con-trol predict classification accuracy. Performance in the activelearning task predicts early math and pre-literacy skills. Thesefindings suggest that trial-by-trial learning decisions may re-veal insight into how cognitive control skills support the ac-quisition of knowledge.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "active learning; executive function; attention; cog-nitive development; education"
        }
    ],
    "section": "Talks: Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/43t3d08c",
    "frozenauthors": [
        {
            "first_name": "Katherine",
            "middle_name": "A.",
            "last_name": "Adams",
            "name_suffix": "",
            "institution": "New York University,Radboud University,Donders Institute for Brain",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2017-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26795/galley/16431/download/"
        }
    ]
}