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Creativity and Flexibility in Young Children's Use of External Cognitive Strategies

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Title: Creativity and Flexibility in Young Children's Use of External Cognitive Strategies
Language: English
Authors: Armitage, Kristy L. (ORCID 0000-0002-1898-8622), Suddendorf, Thomas (ORCID 0000-0003-3328-7442), Bulley, Adam (ORCID 0000-0001-8014-0078), Bastos, Amalia P. M. (ORCID 0000-0003-3037-687X), Taylor, Alex H. (ORCID 0000-0003-3492-7667), Redshaw, Jonathan (ORCID 0000-0002-7729-1577)
Source: Developmental Psychology. Jun 2023 59(6):995-1005.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Creativity, Learning Strategies, Cognitive Processes, Metacognition, Transfer of Training, Young Children, Age Differences, Foreign Countries, Task Analysis
Geographic Terms: Australia
DOI: 10.1037/dev0001562
ISSN: 0012-1649
1939-0599
Abstract: A cardinal feature of adult cognition is the awareness of our own cognitive struggles and the capacity to draw upon this awareness to offload internal demand into the environment. In this preregistered study conducted in Australia, we investigated whether 3-8-year-olds (N = 72, 36 male, 36 female, mostly White) could self-initiate such an external metacognitive strategy and transfer it across contexts. Children watched as an experimenter demonstrated how to mark the location of a hidden prize, thus helping them successfully retrieve that prize in the future. Children were then given the opportunity to spontaneously adopt an external marking strategy across six test trials. Children who did so at least once were then introduced to a conceptually similar but structurally distinct transfer task. Although most 3-year-olds deployed the demonstrated strategy in the initial test phase, none of them modified that strategy to solve the transfer task. By contrast, many children aged 4 years and older spontaneously devised more than one previously unseen reminder-setting strategy across the six transfer trials, with this tendency increasing with age. From age 6, children deployed effective external strategies on most trials, with the number, combination, and order of unique strategies used varying widely both within and across the older age groups. These results demonstrate young children's remarkable flexibility in the transferral of external strategies across contexts and point to pronounced individual differences in the strategies children devise.
Abstractor: As Provided
Notes: https://osf.io/4hctd
Entry Date: 2023
Accession Number: EJ1384836
Database: ERIC
FullText Text:
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  Data: Creativity and Flexibility in Young Children's Use of External Cognitive Strategies
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  Data: <searchLink fieldCode="AR" term="%22Armitage%2C+Kristy+L%2E%22">Armitage, Kristy L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1898-8622">0000-0002-1898-8622</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suddendorf%2C+Thomas%22">Suddendorf, Thomas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3328-7442">0000-0003-3328-7442</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bulley%2C+Adam%22">Bulley, Adam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8014-0078">0000-0001-8014-0078</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bastos%2C+Amalia+P%2E+M%2E%22">Bastos, Amalia P. M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3037-687X">0000-0003-3037-687X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Taylor%2C+Alex+H%2E%22">Taylor, Alex H.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3492-7667">0000-0003-3492-7667</externalLink>)<br /><searchLink fieldCode="AR" term="%22Redshaw%2C+Jonathan%22">Redshaw, Jonathan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7729-1577">0000-0002-7729-1577</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. Jun 2023 59(6):995-1005.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 11
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1037/dev0001562
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  Data: 0012-1649<br />1939-0599
– Name: Abstract
  Label: Abstract
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  Data: A cardinal feature of adult cognition is the awareness of our own cognitive struggles and the capacity to draw upon this awareness to offload internal demand into the environment. In this preregistered study conducted in Australia, we investigated whether 3-8-year-olds (N = 72, 36 male, 36 female, mostly White) could self-initiate such an external metacognitive strategy and transfer it across contexts. Children watched as an experimenter demonstrated how to mark the location of a hidden prize, thus helping them successfully retrieve that prize in the future. Children were then given the opportunity to spontaneously adopt an external marking strategy across six test trials. Children who did so at least once were then introduced to a conceptually similar but structurally distinct transfer task. Although most 3-year-olds deployed the demonstrated strategy in the initial test phase, none of them modified that strategy to solve the transfer task. By contrast, many children aged 4 years and older spontaneously devised more than one previously unseen reminder-setting strategy across the six transfer trials, with this tendency increasing with age. From age 6, children deployed effective external strategies on most trials, with the number, combination, and order of unique strategies used varying widely both within and across the older age groups. These results demonstrate young children's remarkable flexibility in the transferral of external strategies across contexts and point to pronounced individual differences in the strategies children devise.
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  Data: As Provided
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  Data: https://osf.io/4hctd
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  Data: 2023
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  Data: EJ1384836
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        Value: 10.1037/dev0001562
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      – Text: English
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        PageCount: 11
        StartPage: 995
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      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Metacognition
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      – SubjectFull: Transfer of Training
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      – SubjectFull: Young Children
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      – SubjectFull: Age Differences
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Task Analysis
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      – SubjectFull: Australia
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      – TitleFull: Creativity and Flexibility in Young Children's Use of External Cognitive Strategies
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