Toddlers don’t plan for the future — no surprise there — but they do seem to recall advice once they realize they need it:
“The good news is what we’re saying to our kids doesn’t go in one ear and out the other, like people might have thought,” said CU-Boulder psychology Professor Yuko Munakata, who conducted the study with CU doctoral student Christopher Chatham and Michael Frank of Brown University. “It also doesn’t go in and then get put into action like it does with adults. But rather it goes in and gets stored away for later.”
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During the study, the CU-Boulder researchers used a computer game designed for children, and a technique known as pupillometry — a process that measures the diameter of the pupil of the eye to determine the mental effort of the child — to study the cognitive abilities of 3-and-a-half-year-olds and 8-year-olds.The computer game involved teaching children simple rules about two cartoon characters — Blue from Blue’s Clues and SpongeBob Squarepants — and their preferences for different objects. In the directions for the game, children were told that Blue likes watermelon, so they were to press the happy face on the computer screen only when they saw Blue followed by a watermelon. When SpongeBob appeared, they were told to press the sad face on the screen.
“The older kids found this sequence easy, because they can anticipate the answer before the object appears,” Chatham said. “But preschoolers fail to anticipate in this way. Instead, they slow down and exert mental effort after being presented with the watermelon, as if they’re thinking back to the character they had seen only after the fact.”
Using pupillometry to determine the time at which children exerted mental effort, the speed of their responses for each type of sequence and the relative accuracy of those responses, the researchers found that children neither plan for the future nor live completely in the present. Instead, they call up the past as they need it.
“For example, let’s say it’s cold outside and you tell your 3-year-old to go get his jacket out of his bedroom and get ready to go outside. You might expect the child to plan for the future, think ‘OK it’s cold outside so the jacket will keep me warm,’ ” said Chatham. “But what we suggest is that this isn’t what goes on in a 3-year-old’s brain. Rather, they run outside, discover that it is cold, and then retrieve the memory of where their jacket is, and then they go get it.”