A developmental study of the bat/ball problem of CRT: How to override the bias and its relation to executive functioning.

In two experiments, we explored the nature of the bias observed in the bat/ball problem of the cognitive reflection test (Frederick, 2005, J. Econ. Perspect.

The Development of Metaphor Comprehension and Its Relationship with Relational Verbal Reasoning and Executive Function.

Our main objective was to analyse the different contributions of relational verbal reasoning (analogical and class inclusion) and executive functioning to metaphor comprehension across development. We postulated that both relational reasoning and executive functioning should predict individual and developmental differences. However, executive functioning would become increasingly involved when metaphor comprehension is highly demanding, either because of the metaphors' high difficulty (relatively novel metaphors in the absence of a context) or because of the individual's special processing difficulties, such as low levels of reading experience or low semantic knowledge.

Development of the updating executive function: From 7-year-olds to young adults.

Updating information in working memory (WM) is a critical executive function responsible both for continuously replacing outdated information with new relevant data and to suppress or inhibit content that is no longer relevant according to task demands. The goal of the present research is twofold: First, we aimed to study updating development in 548 participants of 4 different age ranges--7-, 11-, and 15-year-olds and young adults--using the updating task devised by R. De Beni and P.