Browsing by Subject "Interactivism"
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Item Open Access Age 4 transitions: Reflection as a domain-general development for explicit reasoning(Elsevier Ltd, 2021-07) Allen, Jedediah W. P.; Çelik, Bartuğ; Bichard, M. H.The literature provides many examples of important developments across different social and cognitive domains at around age 4. Based on an action-based approach to cognition - interactivism - we argue that the changes across different domains can be explained by the development of a domain-general cognitive enabling: reflection. The interactivist model’s claim about reflection was empirically supported on the basis of a novel object-reasoning task called Leaning Blocks (LB) developed by Allen and Bickhard (2018). In the current study, there were three aims. First, to replicate the age 4 shift on the LB task in a non-western sample. Second, to explore the LB task’s relations with Executive Functioning skills (working memory, cognitive flexibility, and inhibitory control) in order to test alternative interpretations of performance on LB. Third, to diversify the measurement of reflective reasoning with two new tasks based on Piaget’s categorization of mental imagery. The results showed a replication of Allen and Bickhard’s 2018 findings on the LB task and failed to show any relations with the EF measures after controlling for age. One of the new reflection tasks (Candy Monster) showed both the age 4 transition and a correlation with LB (before-and-after controlling for age and the EF measures). Overall, as in Allen and Bickhard (2018) the current study’s results support the interactivist model’s claim that the development of reflection is responsible for the transitions in performance across domains in a “stage-like” fashion.Item Open Access Stage fright: internal reflection as a domain general enabling constraint on the emergence of explicit thought(Elsevier, 2018) Allen, Jedediah W.P.; Bickhard, M. H.It has become increasingly clear over the last half century that there are multiple importantchanges in children’s abilities taking place at around age 4. These changes span social, emotional,and cognitive domains. While some researchers have argued that a domain-general developmentexplains some of the changes, such a position is a minority view. In the current article, weprovide some evidence for the development of an age 4 domain-general enabling constraint onchildren’s ability to reflect. In turn, the development of reflection is argued to enable the tran-sitions that we see within and across developmental domains. The model of reflection beingoffered is part of a broader action-based model of cognition and mind–interactivism (Bickhard,1973, 1978, 2009a,b). The empirical part of the article presents a new object reasoning task. Thistask was derived from theoretical constraints on the interactivist models of knowing and re-flection. Results indicated that most children responded to the task incorrectly until age 4 whichwas interpreted as evidence that they lacked the ability to explicitly reason about relations be-tween objects. Correlations between our new task and standard false-belief tasks were explored.Collectively, these results provide empirical support for the claim that children undergo a do-main-general development in their ability for epistemic reflection at around age 4