Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

The self distancing paradigm for children is significant because it allows researchers to answer questions about children’s use of self distancing or creating mental distance from the self and how that influences their self regulation. The main advantage of this technique is it can be used to test the influence of the self distancing strategy. While children as young as four years of age work on self regulation tasks.

Begin by escorting the child into the testing room. Show the tablet to the child and say, okay, I’m going to show you a game on this tablet before we start our work. Next, inform the child.

This is the game. Have you ever played Where’s My Water before? Wait for the child’s response and then say in this game you want to get the water into the pipes so the alligator can take a shower.

To get the water to him, you have to move the dirt out of the way. See how moving my finger on the screen digs through the dirt? On the tablet, drag finger through the dirt.

Then tell the child after the dirt is out of the way the water can flow to the pipes. I want the water to go to this pipe. So I’m going to move my finger like this and drag the finger the rest of the way so that the water flows to the pipe.

Ask the child if they understood how the water got into the pipes after the child responds and the tablet to the child and let them try. Finally, once the child completes the level say, great. That’s the game you will get to play later.

Begin by placing the device next to the computer so that it is easily accessible to the child while they are sitting at the computer. Introduced the work task to the child by saying now I’m going to show you the work that we’re going to do today. It would be helpful if you worked hard on this.

This is a very important activity. And it would be helpful if you worked hard on this for as long as you could. The reason I want you to do this activity is because you would be a good helper.

Then confirm with the child that they understand why they are completing this activity. Start the computer program, select the child’s condition using the arrow keys, and then press the space bar twice to continue. Place a cardboard overlay on the keyboard to cover all non relevant keys for the task.

Tell the child The goal of this activity is for you to feed pieces of cheese to a mouse. Whenever you see a picture of cheese on the computer screen. You can feed the mouse by pressing the space bar and then point to the space bar.

Next, inform the child but sometimes there won’t be cheese and instead a cat may appear. Whenever you see a picture of a cat makes sure you do not, press the space bar. Perform a rule a check with the child to ensure they understand the instructions.

Then have the child complete the practice trials while reading the feedback on the screen in between the trials. After the practice trials are complete, press the space bar twice to start the activity. After one minute say great, you did a good job.

Remember, it would be helpful if you worked hard on this for as long as you could, but this activity can get pretty boring. So when you want if you want, you can take a break by pressing this button. It’s your choice.

Then place the brake button overlay sticker on the keyboard. Finally, tell the child that they can switch to the tablet game during the break and when they are done taking a break they can press the brake button on the keyboard to come back to the activity on the computer. Begin by introducing a self distancing strategy based on the child’s experimental condition and emphasize to the child that they need to work hard on this next activity for as long as possible, even if it can feel boring.

Show the child a laminated sheet of paper with pictures of four characters that are familiar and popular in the participating children’s culture in age range. Then ask them which one of these characters would you like to pretend to be for this activity. After a child picks a character provide the child with a prop associated with their chosen character so they can wear it then tell the child so if you get bored at any point during this task, ask yourself is character’s name working hard?

Tell the child about reminders that computer will give to help them remember their self distancing condition. Place a sticker of the child’s chosen character on the computer used for the work task. Then say when you see the sticker.

Remember to ask his character’s name working hard? Ask the child to repeat the prompt to ensure they understand the instructions and see if the child has any further questions. Finally sit in the corner of the room with back turn to the child and allow the child to work on the task for 10 minutes.

This self distancing paradigm has been used with various self regulation tasks. Results from one study in our lab showed that children’s performance on an executive function task increased as the distance from the self increased. In another study, children persisted longer on a boring work task like the one illustrated here as the distance from the self increased with children in the exemplary condition showing the most perseverance.

And looking at individual differences and specific cognitive skills and whether they predict how children respond to the self distancing manipulation three to five year olds with better theory of mind or perspective taking skills benefited more from the self distancing strategy, regardless of age on an executive function task. In addition, it was found that four to six year olds with lower executive function and effort full control benefited more from the self distancing strategy by displaying less frustration during an emotion regulation task. Even after controlling for children’s verbal ability.

It’s important to make sure that the self distancing strategies are explained clearly to children and that children can repeat the self distancing prompt before beginning of the task. After using the self distancing procedure, researchers can ask children questions about how they used their self distancing strategy to see if that might influence children’s performance. This paradigm allows developmental psychologist to better understand how self distancing can be used as a strategy to improve young children self control.

Which can then inform the creation of self regulation interventions.