Can We Boost Preschoolers' Inhibitory Performance Just by Changing the Way They Respond?

Changing the way children make their response appears to sometimes, but not always, boost their inhibitory control-though interpreting existing findings is hampered by inconsistent methods and results. This study investigated the effects of delaying, and changing, the means of responding. Ninety-six preschoolers (M_age 46 months) completed tasks assessing inhibitory control, counterfactual reasoning, strategic reasoning, and false belief understanding. Children responded either immediately or after a delay, and either by pointing with their finger, or with a hand-held arrow. Delaying boosted performance on all tasks except false belief understanding; arrow-pointing only improved strategic reasoning. It is suggested that delay helps children work out the correct response; it is unlikely to help on tasks where this requirement is absent.