Allen, Jedediah W. P.Çelik, BartuğBichard, M. H.2022-01-282022-01-282021-070885-2014http://hdl.handle.net/11693/76856The 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.EnglishInteractivismAction-based approachesReflectionMental imageryDomain-general developmentPreschoolersArticle10.1016/j.cogdev.2021.101091