How Do Alternative Ways of Responding Influence 3- and 4-Year-Olds' Performance on Tests of Executive Function and Theory of Mind?

Autor/inn/en	Carroll, Daniel J.; Riggs, Kevin J.; Apperly, Ian A.; Graham, Kate; Geoghegan, Ceara
Titel	How Do Alternative Ways of Responding Influence 3- and 4-Year-Olds' Performance on Tests of Executive Function and Theory of Mind?
Quelle	In: Journal of Experimental Child Psychology, 112 (2012) 3, S.312-325 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.03.001
Schlagwörter	Theory of Mind; Preschool Children; Inhibition; Feedback (Response); Tests; Beliefs; Task Analysis; Evaluation Methods; Experiments; Human Body; Thinking Skills; Cognitive Processes; Executive Function + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hemmung; Examination; Prüfung; Examen; Belief; Glaube; Aufgabenanalyse; Erprobung; Menschlicher Körper; Denkfähigkeit; Cognitive process; Kognitiver Prozess
Abstract	A total of 69 preschool children were tested on measures of false belief understanding (the Unexpected Transfer task), inhibitory control (the Grass/Snow task), and strategic reasoning (the Windows task). For each task, children indicated their response either by pointing with their index finger or by using a nonstandard response mode (pointing with a rotating arrow). The means of responding had no effect on children's performance on the Grass/Snow task or on the Unexpected Transfer task, although children performed better on the Unexpected Transfer task when the key object in the story was removed. In contrast, performance on the Windows task was significantly better when children pointed with the rotating arrow. A follow-up experiment with 79 preschoolers found that this improved performance on the Windows task was sustained even after the nonstandard response mode was removed and children again pointed with their finger. These findings together suggest that nonstandard response modes do not help children to inhibit prepotent pointing responses but may help them to formulate response strategies on reasoning tasks by discouraging unreflective impulsive responding. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10