The Development of Learning, Performing, and Controlling Repeated Sequential Actions in Young Children.

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. Yanaoka and Saito offer a review of developmental evidence about the routine system and its potential developmental mechanism and driving factors. They 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. [ABSTRACT FROM AUTHOR]