Effect of explicitness of task presentation and response format on cognitive role-taking in children ages four, six, and eight years

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Melda Mary Brandt (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Garrett Lange

Abstract: The purpose of the present study was to assess the relation between cognitive role-taking ability and three independent variables: 1) age, 2) the explicitness with which the cognitive perspectives were differentiated in the presentation of the task, and 3) the type of response required of the child. A picture task and a story task were presented individually to a total of 120 children in nursery school, first grade, and third grade. Both tasks required the child to interpret a situation from the point of view of another person who had less information about the situation than the child himself had. The picture task required the child to interpret a small portion of each picture (the "droodle") from the point of view of a classmate who had not seen the complete picture. The story task required the child to interpret the final scene of the story from the point of view of one of the characters, who had not seen everything that happened.

Additional Information

Language: English
Date: 1976
Cognition in children
Role playing in children

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