Francesca Bellagamba

False belief understanding and “cool” inhibitory control in 3-and 4-years-old Italian children

During preschool years, major developments occur in both executive function and theory of mind (ToM), and several studies have demonstrated a correlation between these processes. Research on the development of inhibitory control (IC) has distinguished between more cognitive, “cool” aspects of self-control, measured by conflict tasks, that require inhibiting an habitual response to generate an arbitrary one, and “hot,” affective aspects, such as affective decision making, measured by delay tasks, that require inhibition of a prepotent response. The aim of this study was to investigate the relations between 3- and 4-year-olds’ performance on a task measuring false belief understanding, the most widely used index of ToM in preschoolers, and three tasks measuring cognitive versus affective aspects of IC. To this end, we tested 101 Italian preschool children in four tasks: (a) the Unexpected Content False Belief task, (b) the Conflict task (a simplified version of the Day–Night Stroop task), (c) the Delay task, and (d) the Delay Choice task. Children’s receptive vocabulary was assessed by the Peabody Picture Vocabulary test. Children’s performance in the False Belief task was significantly related only to performance in the Conflict task, controlling for vocabulary and age. Importantly, children’s performance in the Conflict task did not significantly correlate with their performance in the Delay task or in the Delay Choice task, suggesting that these tasks measure different components of IC. The dissociation between the Conflict and the Delay tasks may indicate that monitoring and regulating a cool process (as flexible categorization) may involve different abilities than monitoring and regulating a hot process (not touching an available and highly attractive stimulus or choosing between a smaller immediate option and a larger delayed one). Moreover, our findings support the view that “cool” aspects of IC and ToM are interrelated, extending to an Italian sample of children previous findings on an association between self-control and ToM.

Do displacement activities help preschool children to inhibit a forbidden action

Displacement activities are commonly recognized as behavioral patterns, mostly including self-directed actions (e.g., scratching, self-touching), that often occur in situations involving conflicting motivational tendencies. In ethology, several researchers have suggested that displacement activities could facilitate individuals in dealing with the stress experienced in a frustrating context. In child developmental research, some authors have assessed whether distraction strategies could help children to inhibit a dominant response during delay of gratification tasks. However, little is known about the displacement activities that young children may produce in such situations. This study was aimed at investigating whether displacement activities had an effect on preschool childrens ability to postpone an immediate gratification (i.e., interacting with an attractive toy, a musical box), thereby functioning as regulators of their emotional state. To this end, we administered 143 2- to 4-year-olds with a delay maintenance task and related their performance with displacement activities they produced during the task and with actions with an external object. Childrens latency to touch the musical box was positively related to their rate of displacement activities. However, the rate of displacement activities increased progressively as long as the children were able to inhibit the interaction with the musical box. In addition, the rate of displacement activities during the first 1 min of test did not predict the ability of children to inhibit the interaction with the box. These results suggest that displacement activities represented a functionless by-product of motivational conflict rather than a strategy that children used to inhibit their response to an attractive stimulus.