dc.contributor.author |
Hala, S |
en |
dc.contributor.author |
Hug, S |
en |
dc.contributor.author |
Henderson, Annette |
en |
dc.date.accessioned |
2015-07-20T22:23:39Z |
en |
dc.date.issued |
2003 |
en |
dc.identifier.citation |
Journal of Cognition and Development, 2003, 4 (3), pp. 275 - 298 |
en |
dc.identifier.issn |
1524-8372 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/26332 |
en |
dc.description.abstract |
In this research we examine the relation between executive function (EF) and false-belief (FB) understanding in young children. Specifically, we proposed that performance on tasks combining 2 executive demands: (a) working memory and (b) inhibitory control would be most predictive of performance on FB tasks. Forty-eight children between the ages of 3 and 5 years were given a battery of EF and FB measures. As predicted we found that performance on executive tasks that combined demands for memory and inhibitory control were highly predictive of performance on FB tasks. To further test the relation of EF and FB understanding we also introduced an experimental manipulation designed to reduce the working memory demands of FB tasks. This manipulation did not significantly improve performance. The results from this study provide support for the relation between EF and FB understanding, although the exact nature of the relation requires further clarification. |
en |
dc.relation.ispartofseries |
Journal of Cognition and Development |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://journalauthors.tandf.co.uk/copyright/index.asp http://www.sherpa.ac.uk/romeo/issn/1524-8372/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Executive Function and False-Belief Understanding in Preschool Children: Two Tasks Are Harder Than One |
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dc.type |
Journal Article |
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dc.identifier.doi |
10.1207/S15327647JCD0403_03 |
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pubs.issue |
3 |
en |
pubs.begin-page |
275 |
en |
pubs.volume |
4 |
en |
pubs.end-page |
298 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
91653 |
en |
pubs.org-id |
Science |
en |
pubs.org-id |
Psychology |
en |
dc.identifier.eissn |
1532-7647 |
en |
pubs.record-created-at-source-date |
2010-09-01 |
en |