<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
  <dc:creator>Frick, Andrea</dc:creator>
  <dc:creator>Baumeler, Denise</dc:creator>
  <dc:date>2017</dc:date>
  <dc:description xmlns:ns0="xml" ns0:lang="en">Developmental research on spatial perspective taking has shown that young children  are able to solve perspective-taking problems under favorable circumstances, but they  have difficulties succeeding in classic tasks involving a conflict between one’s own  perspective and that of another observer. To date, little is known about the reasons for  young children’s difficulties in dealing with incongruent perspectives. Based on the  assumption that one’s own perspective has to be ignored to imagine someone else’s  perspective, it was investigated whether perspective taking is related to inhibitory  control in 6-year-olds (N = 140). An adapted version of the ‘Fruit Stroop task’,  appropriate for preschool children, was used to assess inhibitory control. Perspective  taking was assessed using the ‘Perspective-Taking Test for Children’. Other spatial  and nonspatial abilities were assessed to investigate the specificity of the relation.  Results showed a significant correlation between perspective taking and inhibitory  control, even when controlled for age, verbal-IQ, and socio-economic status.  However, no significant correlations between inhibition and other spatial abilities were  found, indicating a specific relation between inhibition and perspective taking. A linear  regression analysis showed that, even after accounting for effects of control variables  as well as other mental transformation abilities, inhibition accounted for a significant  part of the variance in perspective-taking performance. The present findings provide  valuable information on what contributes to individual differences in perspective  taking, which is an important aspect of everyday cognition and bears relevance for  reasoning in technical domains.</dc:description>
  <dc:format>application/pdf</dc:format>
  <dc:identifier>https://folia.unifr.ch/global/documents/305869</dc:identifier>
  <dc:identifier>https://folia.unifr.ch/documents/305869/files/FrickBaumeler_PR16_pp.pdf</dc:identifier>
  <dc:language>eng</dc:language>
  <dc:relation>info:eu-repo/semantics/altIdentifier/doi/10.1007/s00426-016-0785-y</dc:relation>
  <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
  <dc:rights>License undefined</dc:rights>
  <dc:source>Psychological Research. - Springer. - 2017, vol. 81, no. 4, p. 730-739</dc:source>
  <dc:subject xmlns:ns1="xml" ns1:lang="en">Cognitive development</dc:subject>
  <dc:subject xmlns:ns2="xml" ns2:lang="en">Spatial cognition</dc:subject>
  <dc:subject xmlns:ns3="xml" ns3:lang="en">Perspective taking</dc:subject>
  <dc:subject xmlns:ns4="xml" ns4:lang="en">Inhibitory control</dc:subject>
  <dc:subject>info:eu-repo/classification/udc/159.9</dc:subject>
  <dc:title xmlns:ns5="xml" ns5:lang="en">The relation between spatial perspective taking and inhibitory control in 6-year-old children</dc:title>
  <dc:type>http://purl.org/coar/resource_type/c_6501</dc:type>
</oai_dc:dc>