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Related Experiment Video

Updated: Apr 28, 2026

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

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

Published on: March 1, 2019

What makes Simon Says so difficult for young children?

Peter J Marshall¹, Ashley R Drew¹

¹Department of Psychology, Temple University, Philadelphia, PA 19122, USA.

Journal of Experimental Child Psychology

|June 8, 2014

Summary

Young children find Simon Says difficult because one person gives changing commands. Using two experimenters or a different task like Bear-Dragon improves young children's response inhibition.

Keywords:

Cognitive control Executive functioning Inconsistency Inhibition Social Young children

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Last Updated: Apr 28, 2026

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Published on: October 11, 2010

Area of Science:

Cognitive Development
Developmental Psychology
Executive Functions

Background:

Simon Says is a popular game that challenges young children's response inhibition.
The specific factors contributing to Simon Says' difficulty for children are not well understood.

Purpose of the Study:

To investigate why Simon Says is particularly challenging for young children compared to similar tasks.
To examine the influence of experimenter presence and actions on task difficulty.

Main Methods:

74 children (mean age 55 months) were randomly assigned to five tasks: variations of Simon Says (one vs. two experimenters, with vs. without movements) and the Bear-Dragon task.
Performance was compared across tasks to assess the impact of different conditions.

Main Results:

Children performed significantly worse on one-person Simon Says tasks than on two-person or Bear-Dragon tasks.
The experimenter's movements did not significantly affect children's performance.

Conclusions:

The difficulty of Simon Says for young children stems from responding to a single individual who alters rule application for similar actions.
Inconsistent rule application by adults may negatively impact cognitive control development in early childhood.