Yanaoka Kaichi

This research examined the effects of planning and executive functions on young children's (ages 3-to 5-years) strategies in changing scripts. Young children (N = 77) performed a script task (doll task), three executive function tasks (DCCS, red/blue task, and nine box task), a planning task, and a receptive vocabulary task. In the doll task, young children first enacted a "changing clothes" script, and then faced a situation in which some elements of the script were inappropriate. They needed to enact a script by compensating inappropriate items for the other script items or by changing to the other script in advance. The results showed that shifting, a factor of executive function, had a positive influence on whether young children could compensate inappropriate items. In addition, planning was also an important factor that helped children to change to the other script in advance. These findings suggest that shifting and planning play different roles in using the two strategies appropriately when young children enact scripts in unexpected situations.

This research examined the effects of planning and executive functions on young children's performance in executing a script with and without turning back (returning to a previous state). Young children (N＝94) performed a newly developed "doll task," two executive function tasks (DCCS and red/blue tasks), a planning task, and a receptive vocabulary task. The doll task required participants to enact a script by changing a doll's clothes and then turn back (return the doll to its previous state) by removing obstructive items. The results showed that on the doll task children's answers were divided into three steps. Specifically, shifting (the ability to switch as related to cognitive flexibility), an executive function factor, had a positive influence on whether young children could turn back. Planning was also an important factor that helped enable children to take the shortest route to execute the script. These findings suggest that shifting and planning play different roles in turning back when children execute scripts in different situations.