Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
7273821 | Journal of Experimental Child Psychology | 2018 | 17 Pages |
Abstract
During the last decade, the ontogeny of tool making has received growing attention in the literature on tool-related behaviors. However, the cognitive demands underlying tool making are still not clearly understood. In this cross-sectional study of 52 Turkish preschool children from 3 to 6â¯years of age, the roles of executive function (response inhibition), ability to form hierarchical representations (hierarchical structuring), and social learning were investigated with the hook task previously used with children and animals. In this task, children needed to bend a pipe cleaner to fetch a small bucket with a sticker out of a tall jar. This study replicated earlier findings that preschoolers have great difficulty in tool innovation. However, social learning facilitates tool making, especially after 5â¯years of age. Capacities to form hierarchical representations and to inhibit prepotent responses were significant positive predictors of tool making after social learning.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Gökhan Gönül, Ece Kamer Takmaz, Annette Hohenberger, Michael Corballis,