Developmental Changes in the Effects of Minimal Social Presence on Children's Executive Functioning

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-7 - Applications of Cognition and Assessment

Abstract

Executive functioning is crucial for children's academic success, and so classroom environments should encourage the development of these skills. We examined the effect of minimal social presence on children’s executive functioning. Forty-eight 4- and 5-year-olds were randomly assigned to complete the NIH Toolbox Flanker Inhibitory Control and Attention Test in either the presence of a picture of disembodied eyes (social presence) or a picture of flowers (non-social presence). While there was no significant difference in performance between the two conditions for the 4-year-olds, 5-year-olds’ performance with minimal social presence was significantly lower than without any social presence at all. We discuss the relationship between children’s sensitivity to the presence of social others and their developing understanding of mental states.

Authors

• Jason C. Chin, Boston University

• Rachel Bell, Boston University

• Grace Min, Boston University

• Katie Kao, Boston University

• Stacey Doan, Boston University

• Kathleen H. Corriveau, Boston University