Preschoolers’ co-representation of their partner’s role in a joint Simon task

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2017

Author

Katırcıoğlu Terzi, Esragül

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The aim of this thesis was to investigate whether preschoolers co-represent their partner’s role while performing a joint action. The tasks used in this research were standard Simon, joint Simon and go/no-go tasks. By counterbalancing the sequence of these tasks, this thesis tested the reliability of Saby et al.’s (2014) study in which these experiments were conducted in a fixed order as go/no-go, standard Simon and joint Simon task. Additionally, a preliminary test (elevator task) was used to determine the differences in children’s motivation towards collaboration. This test was conducted both before and after the experimental tasks to investigate whether this motivational difference correlated with the size of the jo int Simon effect. However, no such correlation was found. The response time analysis of Simon tasks yielded a strong Simon effect in the standard Simon which was absent in the go/no-go task, in line with the existing literature. A Simon effect was also observed in the joint Simon task, but it was significantly smaller than the effect found in the SST. There were no sequence effects. These results support the referential coding account which can explain the joint Simon effect as well as the modulation of the effect with regard to social factors related to the perceived similarity of the co-actor. The difference between the Simon effects suggests that preschoolers might have perceived their adult co-actor as rather dissimilar from themselves.

Subject Keywords

Cognition in children., Education, Preschool., Group work in education., Developmental psychology.

URI

http://etd.lib.metu.edu.tr/upload/12621625/index.pdf
https://hdl.handle.net/11511/26787

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Graduate School of Informatics, Thesis

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Citation Formats

E. Katırcıoğlu Terzi, “Preschoolers’ co-representation of their partner’s role in a joint Simon task,” M.S. - Master of Science, Middle East Technical University, 2017.