The executive demands of strategic reasoning are modified by the way in which children are prompted to think about the task: Evidence from 3- to 4-year-olds

We investigated a test of strategic reasoning (the Windows task) that in different studies has yielded contrasting pictures of young children's executive abilities [Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The “windows task” as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 331–349; Samuels, M. C., Brooks, P. J., & Frye, D. (1996). Strategic game playing through the windows task. British Journal of Developmental Psychology, 14, 159–172]. An experiment with 52 three- to four-year-olds showed robust effects of different wordings for the prompts used to ask children to respond, and found that a single exposure to the facilitating wording led to improved performance on subsequent trials where the standard wording was used. This suggests that the effect of the wording was to help children infer an appropriate basis for responding, and not to reduce the trial-by-trial working memory or inhibitory demands of the task.