What would Batman do? Self-distancing improves executive function in young children

Authors

  • Rachel E. White,

    Corresponding author
    1. Institute of Child Development, University of Minnesota – Twin Cities, USA
    2. Department of Psychology, University of Pennsylvania
    • Address for correspondence: Rachel White, Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA; e-mail: rwhi@sas.upenn.edu

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  • Stephanie M. Carlson

    1. Institute of Child Development, University of Minnesota – Twin Cities, USA
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Abstract

This experimental research assessed the influence of graded levels of self-distancing – psychological distancing from one's egocentric perspective – on executive function (EF) in young children. Three- (= 48) and 5-year-old (= 48) children were randomly assigned to one of four manipulations of distance from the self (from proximal to distal: self-immersed, control, third person, and exemplar) on a comprehensive measure of EF. Performance increased as a function of self-distancing across age groups. Follow-up analyses indicated that 5-year-olds were driving this effect. They showed significant improvements in EF with increased distance from the self, outperforming controls both when taking a third person perspective on the self and when taking the perspective of an exemplar other (e.g., Batman) through role play. Three-year-olds, however, did not show increased EF performance as a function of greater distance from the self. Preliminary results suggest that developments in theory of mind might contribute to these age-related differences in efficacy. These findings speak to the importance of psychological distancing in the expression of conscious control over thought and action from a young age and suggest a promising new avenue for early EF intervention.

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