Supporting children's counterfactual thinking with alternative modes of responding.

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Supporting children's counterfactual thinking with alternative modes of responding. / Beck, Sarah; Carroll, D; Brunsdon, Victoria; Gryg, Charlotte.

In: Journal of Experimental Child Psychology, Vol. 108, No. 1, 01.2011, p. 190-202.

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Beck, Sarah ; Carroll, D ; Brunsdon, Victoria ; Gryg, Charlotte. / Supporting children's counterfactual thinking with alternative modes of responding. In: Journal of Experimental Child Psychology. 2011 ; Vol. 108, No. 1. pp. 190-202.

Bibtex

@article{27e72b5a974849e18c81dc580d04b286,
title = "Supporting children's counterfactual thinking with alternative modes of responding.",
abstract = "To speculate about counterfactual worlds, children need to ignore what they know to be true about the real world. Prior studies yielding individual differences data suggested that counterfactual thinking may be related to overcoming prepotent responses. In two experiments, we manipulated how 3- to 5-year-olds responded to counterfactual conditional and syllogism tasks. In Experiment 1 (N=39), children's performance improved on both conditional and syllogism tasks when they responded with an arrow rather than pointing with a finger. In Experiment 2 (N=42), 3- and 4-year-olds benefited from both an arrow manipulation and, separately, the introduction of a delay before responding. We suggest that both manipulations help children to overcome an impulsive prepotent response to counterfactual questions arising from a default assumption that information about the past is true.",
author = "Sarah Beck and D Carroll and Victoria Brunsdon and Charlotte Gryg",
year = "2011",
month = jan
doi = "10.1016/j.jecp.2010.07.009",
language = "English",
volume = "108",
pages = "190--202",
journal = "Journal of Experimental Child Psychology",
issn = "0022-0965",
publisher = "Elsevier",
number = "1",

}

RIS

TY - JOUR

T1 - Supporting children's counterfactual thinking with alternative modes of responding.

AU - Beck, Sarah

AU - Carroll, D

AU - Brunsdon, Victoria

AU - Gryg, Charlotte

PY - 2011/1

Y1 - 2011/1

N2 - To speculate about counterfactual worlds, children need to ignore what they know to be true about the real world. Prior studies yielding individual differences data suggested that counterfactual thinking may be related to overcoming prepotent responses. In two experiments, we manipulated how 3- to 5-year-olds responded to counterfactual conditional and syllogism tasks. In Experiment 1 (N=39), children's performance improved on both conditional and syllogism tasks when they responded with an arrow rather than pointing with a finger. In Experiment 2 (N=42), 3- and 4-year-olds benefited from both an arrow manipulation and, separately, the introduction of a delay before responding. We suggest that both manipulations help children to overcome an impulsive prepotent response to counterfactual questions arising from a default assumption that information about the past is true.

AB - To speculate about counterfactual worlds, children need to ignore what they know to be true about the real world. Prior studies yielding individual differences data suggested that counterfactual thinking may be related to overcoming prepotent responses. In two experiments, we manipulated how 3- to 5-year-olds responded to counterfactual conditional and syllogism tasks. In Experiment 1 (N=39), children's performance improved on both conditional and syllogism tasks when they responded with an arrow rather than pointing with a finger. In Experiment 2 (N=42), 3- and 4-year-olds benefited from both an arrow manipulation and, separately, the introduction of a delay before responding. We suggest that both manipulations help children to overcome an impulsive prepotent response to counterfactual questions arising from a default assumption that information about the past is true.

U2 - 10.1016/j.jecp.2010.07.009

DO - 10.1016/j.jecp.2010.07.009

M3 - Article

C2 - 20817168

VL - 108

SP - 190

EP - 202

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

IS - 1

ER -