Training self-other distinction facilitates perspective taking in young children
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Training self-other distinction facilitates perspective taking in young children. / Kampis, Dora; Duplessy, Helle; Askitis, Dimitris; Southgate, Victoria Helen.
I: Child Development, Bind 94, Nr. 4, 07.2023, s. 956-969.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Training self-other distinction facilitates perspective taking in young children
AU - Kampis, Dora
AU - Duplessy, Helle
AU - Askitis, Dimitris
AU - Southgate, Victoria Helen
PY - 2023/7
Y1 - 2023/7
N2 - People sometimes commit ‘egocentric errors’, failing to ignore their own perspective when interpreting others' communication. Training imitation- inhibition, when participants perform the opposite action from another person, facilitates subsequent perspective-taking in adults. This study tested whether imitation-inhibition training also facilitates perspective-taking in 3- to 6-year- olds, an age where egocentric perspective may be particularly inf luential. Children participated in a 10-min imitation-inhibition, imitation, or non-social-inhibition training (white, n= 25 per condition, 33 female, period: 2018–2021), then the communicative-perspective-taking Director task. Training had a significant effect (F(2, 71) = 3.316, p= .042, η2= .085): on critical trials, the imitation-inhibition- group selected the correct object more often than the other groups. Imitation- inhibition training specifically enhanced the perspective-taking process possibly by highlighting the distinction between self and other.
AB - People sometimes commit ‘egocentric errors’, failing to ignore their own perspective when interpreting others' communication. Training imitation- inhibition, when participants perform the opposite action from another person, facilitates subsequent perspective-taking in adults. This study tested whether imitation-inhibition training also facilitates perspective-taking in 3- to 6-year- olds, an age where egocentric perspective may be particularly inf luential. Children participated in a 10-min imitation-inhibition, imitation, or non-social-inhibition training (white, n= 25 per condition, 33 female, period: 2018–2021), then the communicative-perspective-taking Director task. Training had a significant effect (F(2, 71) = 3.316, p= .042, η2= .085): on critical trials, the imitation-inhibition- group selected the correct object more often than the other groups. Imitation- inhibition training specifically enhanced the perspective-taking process possibly by highlighting the distinction between self and other.
U2 - 10.1111/cdev.13912
DO - 10.1111/cdev.13912
M3 - Journal article
C2 - 36794342
VL - 94
SP - 956
EP - 969
JO - Child Development
JF - Child Development
SN - 0009-3920
IS - 4
ER -
ID: 336134952