What would Batman do? Self‐distancing improves executive function in young children
Abstract
This experimental research assessed the influence of graded levels of self‐distancing – psychological distancing from one's egocentric perspective – on executive function ( EF ) in young children. Three‐ ( n = 48) and 5‐year‐old ( n = 48) children were randomly assigned to one of four manipulations of distance from the self (from proximal to distal: self‐immersed, control, third person, and exemplar) on a comprehensive measure of EF . Performance increased as a function of self‐distancing across age groups. Follow‐up analyses indicated that 5‐year‐olds were driving this effect. They showed significant improvements in EF with increased distance from the self, outperforming controls both when taking a third person perspective on the self and when taking the perspective of an exemplar other (e.g., Batman) through role play. Three‐year‐olds, however, did not show increased EF performance as a function of greater distance from the self. Preliminary results suggest that developments in theory of mind might contribute to these age‐related differences in efficacy. These findings speak to the importance of psychological distancing in the expression of conscious control over thought and action from a young age and suggest a promising new avenue for early EF intervention.
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Across three studies, 4-6 year olds but not 3 year olds showed improved behavioral performance and less frustration during a difficult cognitive task once a decentered self-perspective was adopted.
“Across three studies, 4–6 year olds but not 3 year olds showed improved behavioral performance39,40 and less frustration41 during a difficult cognitive task once a decentered self-perspective was adopted (42.51–71.70 months).”
From Decentering as a core component in the psychological treatment and prevention of youth anxiety and depression: a narrative review and insight report (2021) · cites this paper as [40]
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- Authors
- White, R. E., & Carlson, S. M.
- Affiliations
- University of Minnesota (US)
- Corresponding author
- White, Rachel E.
- Venue
- Developmental Science
- Publisher
- Wiley
- Published
- 2015-05-21
- Volume
- 19
- Issue
- 3
- Pages
- 419-426
- ISSN
- 1363-755X (ISSN-L)
- 1467-7687
- OpenAlex
- W2116853499
- Cited by
- 130
- References
- 35
- Citations by year
- 2026: 8 · 2025: 9 · 2024: 8 · 2023: 17 · 2022: 17 · 2021: 16 · 2020: 14 · 2019: 18 · 2018: 9 · 2017: 4 · 2016: 7 · 2015: 2
- FWCI
- 18.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Science (publishedVersion)
- PubMed (publishedVersion)
- Funders
- John Templeton Foundation (21564)
- National Institute of Child Health and Human Development (5T32HD007151)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- self-distancing, executive function, young children, psychological distancing, third-person perspective, theory of mind, age differences, early intervention, role play, Batman
- MeSH terms
- Adaptation, Psychological, Analysis of Variance, Psychology, Child, Child, Preschool, Ego, Female, Humans, Interpersonal Relations, Male, Role Playing, Self Concept, Psychological Distance, Executive Function, Psychology, Developmental
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