The development of consciousness

Zelazo, Philip David; Gao, Helena Hong; Todd, Rebecca M.

doi:10.1017/cbo9780511816789.016

Cited by 33 publications

(26 citation statements)

References 83 publications

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“…Although the parent‐report measure of inhibitory control had the advantage of assessing children's overall ability to constrain themselves in a wide range of contexts, the association between inhibitory control and the strategic regulation of accuracy may have been more robust had a behavioral measure (rather than a parent‐report measure) of inhibitory control been employed. Regardless, our findings are consistent with the view that self‐reflection serves as a critical foundation for self‐regulation (Ridderinkhof, Ullsperger, Crone, & Nieuwenhuis, ; Zelazo, Gao, & Todd, ) and that uncertainty monitoring may be an important tool for early learning and decision making.…”

Section: Discussionsupporting

confidence: 88%

I Don't Want to Pick! Introspection on Uncertainty Supports Early Strategic Behavior

Lyons

Ghetti

2012

Child Development

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Although some evidence indicates that even very young children engage in rudimentary forms of strategic behavior, the underlying mechanisms remain largely unknown. This study tested the hypothesis that uncertainty monitoring underlies such behaviors. Three-, four-, and five-year-old children (N = 88) completed a perceptual discrimination task. Results indicated that children are more likely to withhold (vs. volunteer) responses on trials for which, when forced to provide an answer, they report subjective uncertainty (vs. subjective certainty). Furthermore, uncertainty monitoring positively predicted the strategic regulation of accuracy via withholding of incorrect responses, even when controlling for individual differences in inhibitory control. Overall, results suggest that children's awareness of their own knowledge states contributes to early strategic behavior.

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Section: Discussionsupporting

confidence: 88%

I Don't Want to Pick! Introspection on Uncertainty Supports Early Strategic Behavior

Lyons

Ghetti

2012

Child Development

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“…Presumably, children who have better access to their uncertainty ought to be better able to act strategically and evince better self‐regulation. A connection between self‐reflection and self‐regulation has been proposed elsewhere (e.g., Zelazo, Gao, & Todd, 2007); however, it would be intriguing to explore the relation between uncertainty monitoring and decision making more directly in future research (e.g., by examining whether individuals’ confidence judgments influence the decisions they make about how to proceed on a trial‐by‐trial basis).…”

Section: Discussionmentioning

confidence: 91%

The Development of Uncertainty Monitoring in Early Childhood

2011

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This study examined the development of uncertainty monitoring in early childhood. Specifically, this study tested the prediction that preschoolers can reflect on their sense of certainty about the likely accuracy of their decisions, and it examined whether this ability differs across domains. Three-, 4-, and 5-year-olds (N = 74) completed a perceptual identification and a lexical identification task in which they reported whether they were certain or uncertain about their answers. Results showed that even 3-year-olds provided confidence judgments that discriminated accurate from inaccurate responses, but this discrimination increased with age. Furthermore, results suggest that 3-year-olds primarily rely on response latency to assess certainty, whereas older preschoolers do not. Overall, these findings suggest that uncertainty monitoring emerges and develops during the preschool years.

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“…Performance on the Dimensional Change Card Sort (DCCS) task is closely correlated to explicit false-belief task performance, independent of age and general intelligence (e.g., Frye, Zelazo, & Palfai, 1995;Mü ller, Zelazo, & Imrisek, 2005). Zelazo, Gao, and Todd (2007) explain that the two kinds of tasks may be related because both require cognitive flexibility in relating two incompatible perspectives (e.g., in the DCCS-how it is possible to sort the same cards by shape and then by color; in the representational change false-belief task-how it is possible to directly respond with a past or present self-perspective). Preschoolers may become more proficient at reasoning through both types of problems when they flexibly integrate opposing knowledge into an embedded hierarchical ''if-if-then'' rule.…”

Section: Rise Of Explicit Understandingmentioning

confidence: 99%

Preschoolers’ Implicit and Explicit False‐Belief Understanding: Relations With Complex Syntactical Mastery

2010

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Three studies were carried out to investigate sentential complements being the critical device that allows for false-belief understanding in 3- and 4-year-olds (N = 102). Participants across studies accurately gazed in anticipation of a character's mistaken belief in a predictive looking task despite erring on verbal responses for direct false-belief questions. Gaze was independent of complement mastery. These patterns held when other low-verbal false-belief tasks were considered and the predictive looking task was presented as a time-controlled film. While implicit (gaze) knowledge predicted explicit (verbal) false-belief understanding, complement mastery and cognitive flexibility also supported explicit reasoning. Overall, explicit false-belief understanding is complexly underpinned by implicit knowledge and input from higher-order systems of language and executive control.

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The development of consciousness

Cited by 33 publications

References 83 publications

I Don't Want to Pick! Introspection on Uncertainty Supports Early Strategic Behavior

I Don't Want to Pick! Introspection on Uncertainty Supports Early Strategic Behavior

The Development of Uncertainty Monitoring in Early Childhood

Preschoolers’ Implicit and Explicit False‐Belief Understanding: Relations With Complex Syntactical Mastery

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