Supporting cognitive control through competition and cooperation in childhood

Paula Fischer; Letizia Camba; Seok Hui Ooi; Nicolas Chevalier

doi:10.1016/j.jecp.2018.03.011

Supporting cognitive control through competition and cooperation in childhood

J Exp Child Psychol. 2018 Sep:173:28-40. doi: 10.1016/j.jecp.2018.03.011. Epub 2018 Apr 13.

Authors

Paula Fischer¹, Letizia Camba¹, Seok Hui Ooi¹, Nicolas Chevalier²

Affiliations

¹ Department of Psychology, University of Edinburgh, Edinburgh EH8 9JZ, UK.
² Department of Psychology, University of Edinburgh, Edinburgh EH8 9JZ, UK. Electronic address: nicolas.chevalier@ed.ac.uk.

PMID: 29656106
DOI: 10.1016/j.jecp.2018.03.011

Abstract

Cognitive control is often engaged in social contexts where actions are socially relevant. Yet, little is known about the immediate influence of the social context on childhood cognitive control. To examine whether competition or cooperation can enhance cognitive control, preschool and school-age children completed the AX Continuous Performance Task (AX-CPT) in competitive, cooperative, and neutral contexts. Children made fewer errors, responded faster, and engaged more cognitive effort, as shown by greater pupil dilation, in the competitive and cooperative social contexts relative to the neutral context. Competition and cooperation yielded greater cognitive control engagement but did not change how control was engaged (reactively or proactively). Manipulating the social context can be a powerful tool to support cognitive control in childhood.

Keywords: Children; Cognitive control; Competition; Cooperation; Executive function; Proactive control.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Child, Preschool
Cognition*
Competitive Behavior*
Cooperative Behavior*
Executive Function*
Female
Humans
Interpersonal Relations*
Male
Neuropsychological Tests