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Choose and choose again: appearance-reality errors, pragmatics and logical ability.

Gedeon O Deák1, Brian Enright

  • 1Department of Cognitive Science, University of California, San Diego, 92093, USA. deak@cogsci.ucsd.edu

Developmental Science
|May 4, 2006
PubMed
Summary

Preschoolers

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Pragmatic Language Understanding

Background:

  • Children often err in the Appearance/Reality (AR) task, repeating answers for deceptive objects.
  • It's unclear if these errors stem from the AR task or general question-answering difficulties.

Purpose of the Study:

  • To investigate if perseverative errors in the AR task indicate a broader question-answering issue.
  • To explore the relationship between AR errors and other cognitive and linguistic abilities in preschoolers.

Main Methods:

  • Preschoolers (3-4 years old) completed five tasks: AR, question pairs (QP), flexible naming (FN), working memory (WM) span, and indeterminacy detection (ID).
  • Correlational analyses examined relationships between performance across tasks.

Main Results:

  • AR errors correlated with QP errors, suggesting a shared question-answering challenge.
  • Insensitivity to indeterminacy predicted perseveration in both AR and QP tasks.
  • Working memory span and flexible naming did not predict performance on other tasks.

Conclusions:

  • AR task errors reflect a pragmatic understanding deficit, specifically difficulty recognizing that different questions require different answers.
  • This pragmatic understanding is linked to detecting question indeterminacy, not to inhibitory control or multi-category representation.
  • AR errors are not indicative of general working memory limitations.

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