LAUSR

Rule-based performance improves remarkably throughout childhood. The present study examined how children and adolescents structured tasks and implemented rules when novel task instructions were presented in a child-friendly version of a novel instruction-learning paradigm. Each miniblock started with the presentation of new stimulus-response mappings for a go task. Before this mapping could be implemented, subjects had to make responses in order to advance through screens during a preparatory (“next”) phase. Children (4–11 years old) and late adolescents (17–19 years old) responded more slowly during the next phase when the next response was incompatible with the instructed stimulus-response mapping. This instruction-based interference effect was more pronounced in young children than in older children. We argue that these findings are most consistent with age-related differences in rule structuring. We discuss the implications of our findings for theories of rule-based performance, instruction-based learning, and development.