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

Amanda Grenell; Rachel  E. White; Emily  O. Prager; Catherine Schaefer; Ethan Kross; Angela  L. Duckworth; Stephanie  M. Carlson

doi:10.3791/59056

Paradigma sperimentale per misurare gli effetti di auto-allontanamento nei bambini piccoli

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Behavior

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JoVE Journal Behavior

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

Paradigma sperimentale per misurare gli effetti di auto-allontanamento nei bambini piccoli

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07:01 min

March 1, 2019

DOI: 10.3791/59056-v

Amanda Grenell¹, Rachel E. White², Emily O. Prager¹, Catherine Schaefer¹, Ethan Kross³, Angela L. Duckworth⁴, Stephanie M. Carlson¹

¹Insitute of Child Development,University of Minnesota-Twin Cities, ²Department of Psychology,Hamilton College, ³Department of Psychology,University of Michigan, ⁴Department of Psychology,University of Pennsylvania

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Overview

This study investigates the effects of self-distancing in young children aged 4-6 years. Self-distancing allows children to adopt a less egocentric perspective, which may enhance their self-regulation abilities.

Key Study Components

Area of Science

Developmental Psychology
Child Behavior
Cognitive Science

Background

Self-distancing is a cognitive strategy that helps individuals create mental distance from their immediate experiences.
This technique has been shown to influence emotional regulation and decision-making in various age groups.
Understanding self-distancing in children can provide insights into their developmental processes.
Previous research has indicated that self-distancing may improve self-regulation in older children and adults.

Purpose of Study

To explore how self-distancing affects self-regulation in young children.
To develop a paradigm that effectively measures the impact of self-distancing in this age group.
To contribute to the understanding of cognitive strategies that can aid in emotional and behavioral regulation.

Methods Used

Children were escorted into a testing room to participate in self-regulation tasks.
A tablet was used to engage children with a game before the tasks began.
Observational methods were employed to assess children's responses and behaviors.
Data were collected to analyze the influence of self-distancing on task performance.

Main Results

The self-distancing paradigm was effective in engaging young children.
Children demonstrated improved self-regulation when employing self-distancing strategies.
Results indicate a positive correlation between self-distancing and task performance.
Findings suggest that self-distancing can be a beneficial tool for enhancing self-regulation in early childhood.

Conclusions

Self-distancing is a valuable cognitive strategy for young children.
Implementing self-distancing techniques may support better self-regulation outcomes.
Further research is needed to explore long-term effects and applications in educational settings.

Frequently Asked Questions

What is self-distancing?

Self-distancing is a cognitive strategy that allows individuals to adopt a less egocentric perspective, helping them manage their emotions and behaviors.

At what age can children start using self-distancing?

Children as young as four years old can begin to use self-distancing strategies during self-regulation tasks.

How does self-distancing influence self-regulation?

Self-distancing can enhance self-regulation by allowing children to view their experiences from a more objective perspective, leading to better emotional control.

What methods were used in the study?

The study involved escorting children into a testing room, using a tablet for engagement, and employing observational methods to assess their responses.

What were the main findings of the study?

The study found that self-distancing improved self-regulation in young children, indicating its potential as a beneficial cognitive strategy.

What implications do the findings have for education?

The findings suggest that incorporating self-distancing techniques in educational settings may support better self-regulation and emotional management in children.

Un paradigma sperimentale è stato creato per misurare gli effetti di auto-allontanamento nei bambini piccoli (4-6-year-olds). Auto-allontanamento è un processo attraverso il quale gli individui adottano una prospettiva meno egocentrica. Questo paradigma è stato utilizzato per esaminare gli effetti di auto-allontanamento sull'autoregolamentazione dei bambini piccoli.

Il paradigma di autodistanziamento per i bambini è significativo perché consente ai ricercatori di rispondere a domande sull'uso dell'autodistanziamento da parte dei bambini o sulla creazione di distanza mentale dall'io e su come ciò influenzi la loro autoregolamentazione. Il vantaggio principale di questa tecnica è che può essere utilizzata per testare l'influenza della strategia di autodistanziamento. Mentre i bambini di appena quattro anni lavorano su compiti di autoregolamentazione.

Inizia scortando il bambino nella sala prove. Mostra il tablet al bambino e di', ok, ti mostrerò un gioco su questo tablet prima di iniziare il nostro lavoro. Quindi, informa il bambino.

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