کنترل اجرایی در فریب استراتژیک: پنجره ای بر رشد شناختی اولیه؟

Recently it has been claimed that the difficulty young children have with tests of strategic deception may be due to limitations in executive control rather than lack of insight into mental concepts. In the studies reported here we asked how reducing the executive demands of one measure of strategic deception, the windows task (J. Russell, N. Mauthner, S. Sharpe, & T. Tidswell, 1991), would affect performance. Study 1 demonstrated that both providing an artificial response medium and having children play in partnership enabled 3-year-olds to adopt a successful strategy. Study 2 examined whether social or executive factors accounted for the good performance of children when they played in partnership. Study 3 ruled out the possibility that the effectiveness of the artificial media was a result of reducing social intimidation—the manipulations were effective even in the presence the opponent. These results argue for executive factors playing a substantial role in the development of strategic deception.