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Cited by 174Child and Animal Learning DevelopmentDevelopmental and Educational NeuropsychologyEarly Childhood Education and Development

Evidence for a relation between executive function and pretense representation in preschool children

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Carlson, Stephanie M., White, Rachel E., Davis-Unger, Angela C.·2014·Cognitive Development
DOI 10.1016/j.cogdev.2013.09.001PMC PMC3864685
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Abstract

Several theoretical formulations suggest a relation between children's pretense and executive function (EF) skills. However, there is little empirical evidence for a correlation between these constructs in early development. Preschool children (N = 104; M age = 4-0) were given batteries of EF and pretense representation measures, as well as verbal, memory, and appearance-reality control tasks. Confirmatory factor analysis revealed two separable but overlapping aspects of EF (Conflict and Delay). EF was significantly related to pretense after accounting for all controls. Understanding the pretend-reality distinction was strongly related to Conflict EF, whereas performing pretend actions was more strongly related to Delay EF. These results, although correlational, are consistent with the claim that EF skills are implicated in pretense, such as inhibiting reality and flexibly manipulating dual representations, and offer a potential mechanism by which pretend play interventions may enhance childhood EF.

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  • Carlson and White found a robust positive correlation linking EF to the ability to manage dual representations in pretence.

    “They found a robust, positive correlation which they argued linked EF to the ability to manage dual representations in pretence (Carlson & White, 2013).”

    From A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions (2023) · cites this paper as Carlson & White, 2013

  • Carlson et al. (2014) reported positive correlations between inhibition and the ability to manage dual representations in PP.

    “Carlson et al. (2014) reported positive correlations between inhibition and the ability to manage dual representations in PP”

    From A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions (2023) · cites this paper as Carlson et al. (2014)

  • Carlson et al. (2014) reported that WM did not significantly predict child engagement in PP after controlling for factors like age and language.

    “For example, Carlson et al. (2014) reported that WM did not significantly predict child engagement in PP after controlling for factors like age and language.”

    From A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions (2023) · cites this paper as Carlson et al. (2014)

    The Method (§2.3) identifies Forward Digit Span as a short-term memory control, and the Results (§3.3.2) describe regressions controlling for age and receptive vocabulary. Neither passage reports whether working memory significantly predicted children's engagement in pretend play; the reported outcomes are pretense-representation tasks, not play engagement. Searches for working-memory prediction and the regression results did not establish the claimed finding. (LLM, conf=0.72)

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Authors
Carlson, S. M., White, R. E., & Davis-Unger, A. C.
Affiliations
University of Minnesota (US)
Corresponding author
Carlson, Stephanie M.
ORCID
Venue
Cognitive Development
Publisher
Elsevier BV
Published
2014-01
Volume
29
Pages
1-16
ISSN
0885-2014 (ISSN-L)
DOI
10.1016/j.cogdev.2013.09.001
PMC
PMC3864685
OpenAlex
W1988886287
Cited by
174
References
8
Citations by year
2026: 12 · 2025: 12 · 2024: 11 · 2023: 15 · 2022: 18 · 2021: 19 · 2020: 21 · 2019: 14 · 2018: 14 · 2017: 7 · 2016: 13 · 2015: 7 · 2014: 7 · 2013: 3 · 2012: 1
FWCI
20.67
Type
journal article
Language
en
Open access
Locations
  • Cognitive Development (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03HD041473)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
executive function, pretense, pretend play, preschool children, delay of gratification, dual representation, inhibitory control

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