Abstract
Developmental research on spatial perspective taking has shown that young children are able to solve perspective-taking problems under favorable circumstances, but they have difficulties succeeding in classic tasks involving a conflict between one’s own perspective and that of another observer. To date, little is known about the reasons for young children’s difficulties in dealing with incongruent perspectives. Based on the assumption that one’s own perspective has to be ignored to imagine someone else’s perspective, it was investigated whether perspective taking is related to inhibitory control in 6-year-olds (N = 140). An adapted version of the ‘Fruit Stroop task’, appropriate for preschool children, was used to assess inhibitory control. Perspective taking was assessed using the ‘Perspective-Taking Test for Children’. Other spatial and nonspatial abilities were assessed to investigate the specificity of the relation. Results showed a significant correlation between perspective taking and inhibitory control, even when controlled for age, verbal-IQ, and socio-economic status. However, no significant correlations between inhibition and other spatial abilities were found, indicating a specific relation between inhibition and perspective taking. A linear regression analysis showed that, even after accounting for effects of control variables as well as other mental transformation abilities, inhibition accounted for a significant part of the variance in perspective-taking performance. The present findings provide valuable information on what contributes to individual differences in perspective taking, which is an important aspect of everyday cognition and bears relevance for reasoning in technical domains.
Similar content being viewed by others
Notes
Kolmogorov–Smirnov tests suggested that normal distributions could not be assumed for all variables. Therefore, correlation and regression analyses were also run using the bootstrapping method (Efron & Tibshirani, 1993), which yielded the same significant results at the α- level of 5 %.
We also calculated an analysis of covariance (ANCOVA) with inhibition performance added as a continuous variable. This analysis showed the same main effects of objects, F(2, 266) = 13.03, p < 0.001, η 2 = 0.09, angles, F(2, 266) = 44.29, p < 0.001, η 2 = 0.25, and inhibition, F(1, 133) = 8.84, p < 0.01, η 2 = 0.06, as well as interactions between objects and angles, F(4, 532) = 6.81, p < 0.001, η 2 = 0.05, and between objects, angles, and inhibition, F(4, 532) = 4.29, p < 0.01, η 2 = 0.03. There was a trend for an interaction between inhibition and objects, F(2, 266) = 2.55, p = 0.08, η 2 = 0.02.
An ANCOVA with inhibition as covariate showed a main effect of objects, F(2, 266) = 12.94, p < 0.001, η 2 = 0.09, as well as an interaction between inhibition and objects, F(2, 266) = 3.36, p < 0.05, η 2 = 0.03.
References
Aebli, H. (1967). Egocentrism (Piaget) not a phase of mental development but a ‘substitute solution’ for an insoluble task. Pedagogica Europaea, 3, 97–103. doi:10.2307/1502314.
Apperly, I. A., & Butterfill, S. A. (2009). Do humans have two systems to track beliefs and belief-like states? Psychological Review, 116, 953–970. doi:10.1037/a0016923.
Archibald, S. J., & Kerns, K. A. (1999). Identification and description of new tests of executive functioning in children. Child Neuropsychology, 5, 115–129. doi:10.1076/chin.5.2.115.3167.
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660. doi:10.1111/j.1467-8624.2010.01499.x.
Birch, S. A. J., & Bloom, P. (2003). Children are cursed: An asymmetric bias in mental-state attribution. Psychological Science, 14, 283–286. doi:10.1111/1467-9280.03436.
Bräuer, J., Call, J., & Tomasello, M. (2007). Chimpanzees really know what others can see in a competitive situation. Animal Cognition, 10, 439–448. doi:10.1007/s10071-007-0088-1.
Bull, R., Phillips, L. H., & Conway, C. A. (2008). The role of control functions in mentalizing: Dual-task studies of theory of mind and executive function. Cognition, 107, 663–672. doi:10.1016/j.cognition.2007.07.015.
Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87, 299–319. doi:10.1016/j.jecp.2004.01.002.
Carlson, S. M., White, R. E., & Davis-Unger, A. C. (2014). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development, 29, 1–16. doi:10.1016/j.cogdev.2013.09.001.
Dally, J. M., Emery, N. J., & Clayton, N. S. (2006). Food-caching western scrub-jays keep track of who was watching when. Science, 312(5780), 1662–1665. doi:10.1126/science.1126539.
Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037–2078. doi:10.1016/j.neuropsychologia.2006.02.006.
Decety, J. (1996). The neurophysiological basis of motor imagery. Behavioural Brain Research, 77, 45–52. doi:10.1016/0166-4328(95)00225-1.
Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D. Stuss & R. Knight (Eds.), Principles of frontal lobe function (pp. 466–503). New York: Oxford University Press. doi:10.1093/acprof:oso/9780195134971.003.0029.
Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. I. M. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70–95). New York: Oxford University Press. doi:10.1093/acprof:oso/9780195169539.003.0006.
Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352–362. doi:10.1037/0012-1649.38.3.352.
Efron, B., & Tibshirani, R. J. (1993). An introduction to the bootstrap. New York: Chapman & Hall. doi:10.1007/978-1-4899-4541-9.
Fishbein, H. D., Lewis, S., & Keiffer, K. (1972). Children’s understanding of spatial relations: Coordination of perspectives. Developmental Psychology, 7, 21–33. doi:10.1037/h0032858.
Flavell, J. H., Everett, B. A., Croft, K., & Flavell, E. R. (1981). Young children’s knowledge about visual perception: Further evidence for the level 1-level 2 distinction. Developmental Psychology, 17, 99–103. doi:10.1037/0012-1649.17.1.99.
Flavell, J. H., Flavell, E. F., Green, F. L., & Wilcox, S. A. (1980). Young children’s knowledge about visual perception: Effect of observer’s distance from target on perceptual clarity of target. Developmental Psychology, 16, 10–12. doi:10.1037/0012-1649.16.1.10.
Flavell, J. H., Omanson, R. C., & Latham, C. (1978a). Solving spatial perspective-taking problems by rule vs. computation: A developmental study. Developmental Psychology, 14, 462–473. doi:10.1037/0012-1649.14.5.462.
Flavell, J. H., Shipstead, S. G., & Croft, K. (1978b). Young children’s knowledge about visual perception: Hiding objects from others. Child Development, 49, 1208–1211. doi:10.2307/1128761.
Frick, A., Hansen, M. A., & Newcombe, N. S. (2013). Development of mental rotation in 3- to 5-year-old children. Cognitive Development, 28, 386–399. doi:10.1016/j.cogdev.2013.06.002.
Frick, A., Möhring, W., & Newcombe, N. S. (2014). Picturing perspectives: Development of perspective-taking abilities in 4- to 8-year-olds. Frontiers in Psychology, 5, 386. doi:10.3389/fpsyg.2014.00386.
Frick, A., & Newcombe, N. S. (2012). Getting the big picture: Development of spatial scaling abilities. Cognitive Development, 27, 270–282. doi:10.1016/j.cogdev.2012.05.004.
Frick, A., & Newcombe, N. S. (2015). Young children’s perception of diagrammatic representations. Spatial Cognition and Computation An Interdisciplinary Journal,. doi:10.1080/13875868.2015.1046988.
Ganzeboom, H. B. G., De Graaf, P. M., Treiman, D. J., & De Leeuw, J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21, 1–56. doi:10.1016/0049-089X(92)90017-B.
Gzesh, S. M., & Surber, C. F. (1985). Visual perspective-taking skills in children. Child Development, 56, 1204–1213. doi:10.2307/1130235.
Hare, B., Call, J., Agnetta, B., & Tomasello, M. (2000). Chimpanzees know what conspecifics do and do not see. Animal Behaviour, 59, 771–785. doi:10.1006/anbe.1999.1377.
Hegarty, M., & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence, 32, 175–191. doi:10.1016/j.intell.2003.12.001.
Hegarty, M., & Waller, D. (2005). Individual differences in spatial abilities. In P. Shah & A. Miyake (Eds.), The Cambridge handbook of visuospatial thinking (pp. 121–169). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511610448.005.
Hobson, R. P. (1982). The question of childhood egocentrism: The coordination of perspectives in relation to operational thinking. Journal of Child Psychology and Psychiatry and Allied Disciplines, 23, 43–60. doi:10.1111/j.1469-7610.1982.tb00048.x.
Hughes, M., & Donaldson, M. (1979). The use of hiding games for studying the coordination of viewpoints. Educational Review, 31, 133–140. doi:10.1080/0013191790310207.
Hughes, C., & Graham, A. (2002). Measuring executive functions in childhood: Problems and solutions? Child and Adolescent Mental Health, 7, 131–142. doi:10.1111/1475-3588.00024.
Huttenlocher, J., & Presson, C. C. (1973). Mental rotation and the perspective problem. Cognitive Psychology, 4, 277–299. doi:10.1016/0010-0285(73)90015-7.
Huttenlocher, J., & Presson, C. C. (1979). The coding and transformation of spatial information. Cognitive Psychology, 11, 375–394. doi:10.1016/0010-0285(79)90017-3.
Jeannerod, M. (1994). The representing brain: Neural correlates of motor intention and imagery. Behavioral and Brain Sciences, 17, 187–202. doi:10.1017/S0140525X00034026.
Kosslyn, S. M., Digirolamo, G. J., Thompson, W. L., & Alpert, N. M. (1998). Mental rotation of objects versus hands: Neural mechanisms revealed by positron emission tomography. Psychophysiology, 35, 151–161.
Kosslyn, S. M., Thompson, W. L., Wraga, M., & Alpert, N. M. (2001). Imagining rotation by endogenous versus exogenous forces: Distinct neural mechanisms. Neuroreport, 12, 2519–2525.
Leslie, A. M., German, T. P., & Polizzi, P. (2005). Belief-desire reasoning as a process of selection. Cognitive Psychology, 50, 45–85. doi:10.1016/j.cogpsych.2004.06.002.
Leslie, A. M., & Polizzi, P. (1998). Inhibitory processing in the false-belief task: Two conjectures. Developmental Science, 1, 247–254. doi:10.1111/1467-7687.00038.
Levine, S. C., Huttenlocher, J., Taylor, A., & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35, 940–949. doi:10.1037/0012-1649.35.4.940.
Liben, L. S. (1978). Perspective-taking skills in young children: Seeing the world through rose-colored glasses. Developmental Psychology, 14, 87–92. doi:10.1037/0012-1649.14.1.87.
Liben, L. S., & Belknap, B. (1981). Intellectual realism: Implications for investigations of perceptual perspective taking in young children. Child Development, 52, 921–924. doi:10.2307/1129095.
Luquet, G. H. (1991). Le dessin enfantin. Neuchâtel: Delachaux et Niestlé. (Original work published 1927).
MacLeod, C. M. (1991). Half a century of research on the Stroop effect: An integrative review. Psychological Bulletin, 109, 163–203. doi:10.1037/0033-2909.109.2.163.
Masangkay, Z. S., Mccluskey, K. A., Mcintyre, C. W., Sims-Knight, J., Vaughn, B. E., & Flavell, J. H. (1974). The early development of inferences about the visual percepts of others. Child Development, 45, 357–366. doi:10.2307/1127956.
May, M. (2004). Imaginal perspective switches in remembered environments: Transformation versus interference accounts. Cognitive Psychology, 48, 163–206. doi:10.1016/S0010-0285(03)00127-0.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. doi:10.1006/cogp.1999.0734.
Moll, H., & Tomasello, M. (2006). Level I perspective-taking at 24 months of age. British Journal of Developmental Psychology, 24, 603–613. doi:10.1348/026151005X55370.
Munakata, Y. (2001). Graded representations in behavioral dissociations. Trends in Cognitive Sciences, 5, 309–315. doi:10.1016/S1364-6613(00)01682-X.
Newcombe, N. S. (1989). The development of spatial perspective taking. In H. W. Reese (Ed.), Advances in child development and behavior (pp. 203–247). London: Academic Press. doi:10.1016/s0065-2407(08)60415-2.
Newcombe, N. S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34, 29–43.
Newcombe, N., & Huttenlocher, J. (1992). Children’s early ability to solve perspective-taking problems. Developmental Psychology, 28, 635–643. doi:10.1037/0012-1649.28.4.635.
Nigg, J. T. (2000). On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126, 220–246. doi:10.1037/0033-2909.126.2.220.
Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. In R. J. Davidson, G. E. Schwartz, D. Shapiro, et al. (Eds.), Consciousness and self-regulation: Advances in research and theory (Vol. 4, pp. 1–16). New York: Springer. doi:10.1007/978-1-4757-0629-1_1.
International Labour Office. (1990). International standard classification of occupations. ISCO-1988. Geneva: International Labour Office.
Piaget, J., & Inhelder, B. (1956). In F. J. Langdon & J. L. Lunzer (Eds.), The child’s conception of space. New York: Norton. (Original work published 1948).
Pillow, B. H., & Flavell, J. H. (1986). Young children’s knowledge about visual perception: Projective size and shape. Child Development, 57, 125–135. doi:10.2307/1130644.
Qureshi, A. W., Apperly, I. A., & Samson, D. (2010). Executive function is necessary for perspective selection, not level-1 visual perspective calculation: Evidence from a dual-task study of adults. Cognition, 117, 230–236. doi:10.1016/j.cognition.2010.08.003.
Ratliff, K. R., McGinnis, C. R., & Levine, S. C. (2010, August). The development and assessment of cross-sectioning ability in young children. Paper submitted to the 32nd annual conference of the Cognitive Science Society. Portland, OR.
Ricken, G., Fritz, A., Schuck, K. D., & Preuss, U. (2007). HAWIVA-III: Hannover-Wechsler-Intelligenztest für das Vorschulalter—III. Bern: Huber.
Röthlisberger, M., Neuenschwander, R., Michel, E., & Roebers, C. M. (2010). Exekutive Funktionen: Zugrundeliegende kognitive Prozesse und deren Korrelate bei Kindern im späten Vorschulalter. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42, 99–110. doi:10.1026/0049-8637/a000010.
Salatas, H., & Flavell, J. H. (1976). Perspective taking: The development of two components of knowledge. Child Development, 47, 103–109. doi:10.2307/1128288.
Samson, D., Apperly, I. A., Braithwaite, J. J., Andrews, B. J., & Scott, S. E. B. (2010). Seeing it their way: Evidence for rapid and involuntary computation of what other people see. Journal of Experimental Psychology: Human Perception and Performance, 36, 1255–1266. doi:10.1037/a0018729.
Samson, D., Apperly, I. A., Kathirgamanathan, U., & Humphreys, G. W. (2005). Seeing it my way: A case of a selective deficit in inhibiting self-perspective. Brain, 128, 1102–1111. doi:10.1093/brain/awh464.
Schwoebel, J., Boronat, C. B., & Coslett, H. B. (2002). The man who executed “imagined” movements: Evidence for dissociable components of the body schema. Brain and Cognition, 50, 1–16. doi:10.1016/S0278-2626(02)00005-2.
Sodian, B., Thoermer, C., & Metz, U. (2007). Now I see it but you don’t: 14-month-old can represent another person’s visual perspective. Developmental Science, 10, 199–204. doi:10.1111/j.1467-7687.2007.00580.x.
Southgate, V., Senju, A., & Csibra, G. (2007). Action anticipation through attribution of false belief by 2-year-olds. Psychological Science, 18, 587–592. doi:10.1111/j.1467-9280.2007.01944.x.
Surtees, A. D. R., & Apperly, I. A. (2012). Egocentrism and automatic perspective taking in children and adults. Child Development, 83, 452–460. doi:10.1111/j.1467-8624.2011.01730.x.
Surtees, A. D. R., Butterfill, S. A., & Apperly, I. A. (2012). Direct and indirect measures of level-2 perspective-taking in children and adults. British Journal of Developmental Psychology, 30, 75–86. doi:10.1111/j.2044-835X.2011.02063.x.
Walker, L. D., & Gollin, E. S. (1977). Perspective role taking in young children. Journal of Experimental Child Psychology, 24, 343–357. doi:10.1016/0022-0965(77)90012-1.
Wilson, M. (2001). Perceiving imitatible stimuli: Consequences of isomorphism between input and output. Psychological Bulletin, 127, 543–553.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9, 625–636. doi:10.3758/BF03196322.
Wilson, M. (2003). Imagined movements that leak out. Trends in Cognitive Sciences, 7, 53–55. doi:10.1016/S1364-6613(02)00041-4.
Zacks, J. M., Mires, J., Tversky, B., & Hazeltine, E. (2000). Mental spatial transformations of objects and perspective. Spatial Cognition and Computation, 2, 315–332. doi:10.1023/A:1015584100204.
Zacks, J. M., Rypma, B., Gabrieli, J. D. E., Tversky, B., & Glover, G. H. (1999). Imagined transformations of bodies: An fMRI investigation. Neuropsychologia, 37, 1029–1040. doi:10.1016/S0028-3932(99)00012-3.
Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), 1–137. doi:10.1111/j.1540-5834.2003.06803002.x.
Acknowledgments
This research was supported by a research grant from the Swiss National Science Foundation # PZ00P1_131866. We wish to thank Claudia Roebers, Sarah Loher, Marianne Röthlisberger, and Wenke Möhring for their helpful comments, and Leunora Fejza and Ines Holzmann for help with data collection.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
All authors declare that they have no conflict of interest.
Ethical approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the Institutional and/or National Research Committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
Informed consent
Informed consent was obtained from all individual participants included in the study.
Rights and permissions
About this article
Cite this article
Frick, A., Baumeler, D. The relation between spatial perspective taking and inhibitory control in 6-year-old children. Psychological Research 81, 730–739 (2017). https://doi.org/10.1007/s00426-016-0785-y
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s00426-016-0785-y