Can We Boost Preschoolers’ Inhibitory Performance Just by Changing the Way They Respond

Bibliographic Data

ID21302015
AuthorsDaniel J Carroll (0000-0003-2190-7253, University of Sheffield, corresponding author), Emma Blakey (0000-0003-3685-3649, University of Sheffield), Andrew Simpson (0000-0001-6584-6451, University of Essex)
Year2021
Volume92
Issue6
Pages2205-2212
Publication date2021-11-01
Open AccessYes
TypeARTICLE
VenueChild Development (JOURNAL)
Journal identifiersISSN: 0009-3920 • E-ISSN: 1467-8624
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.13617
PMID34214196
OpenAlexW3138130493
LanguageEN
References cited29

Changing the way children make their response appears to sometimes, but not always, boost their inhibitory control—though interpreting existing findings is hampered by inconsistent methods and results. This study investigated the effects of delaying, and changing, the means of responding. Ninety-six preschoolers (Mage 46 months) completed tasks assessing inhibitory control, counterfactual reasoning, strategic reasoning, and false belief understanding. Children responded either immediately or after a delay, and either by pointing with their finger, or with a hand-held arrow. Delaying boosted performance on all tasks except false belief understanding; arrow-pointing only improved strategic reasoning. It is suggested that delay helps children work out the correct response; it is unlikely to help on tasks where this requirement is absent

Arrow · Cognition · Cognitive psychology · Control (management) · Counterfactual thinking · Developmental psychology · False belief · Inhibitory control · Response inhibition · Theory of mind · Artificial Intelligence · Behavioral and Psychological Studies · Child and Animal Learning Development · Computer Science · Early Childhood Education and Development · Neuroscience · Psychology · Social Psychology

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