CoChat
Sign Up
Cited by 130Child and Animal Learning DevelopmentEarly Childhood Education and DevelopmentDevelopmental and Educational Neuropsychology

The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.

What would Batman do? Self‐distancing improves executive function in young children

White, Rachel E., Carlson, Stephanie M.·2016·Developmental Science
DOI 10.1111/desc.12314
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1111/desc.12314

Cites

35 of 35 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Show all 35 references

Research works printed but not linked: 7

  1. Carlson S.M. (2012 February).Scaling the development of executive function in preschool children. In S.M. Carlson (Organizer) Methodological advances in the study of executive function development. Paper symposium presented at the SRCD Themed Meeting: Developmental Methodology Tampa FL.
  2. Carlson S.M. &Harrod J. (2013 April).Validation of Executive Function Scale for Early Childhood. In J. Griffin (Chair) Developing the next generation of preschool outcome measures: The Interagency School Readiness Measurement Consortium. Poster symposium presented at the biennial meeting of the Society for Research in Child Development. Seattle WA.
  3. Carlson S.M., 2012, Executive Function Scale for Early Childhood
  4. Carlson S.M., 2013, Handbook of imagination, 161
  5. Sachet A., 2013, Handbook of imagination, 175
  6. Sigel I.E., 1970, Miami symposium on the prediction of behavior, 1968, 99
  7. Vygotsky L.S., 1978, Mind in society: The development of higher psychological functions

Cited by

Sorted by citations

Items 101–130 of 130

Related

See all

Metadata

Authors
White, R. E., & Carlson, S. M.
Affiliations
University of Minnesota (US)
Corresponding author
White, Rachel E.
ORCID
Venue
Developmental Science
Publisher
Wiley
Published
2015-05-21
Volume
19
Issue
3
Pages
419-426
ISSN
  • 1363-755X (ISSN-L)
  • 1467-7687
DOI
10.1111/desc.12314
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
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review