Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders
Reminding children to think about alternatives is a strategy adults often use to promote children’s cognitive flexibility, as well as children’s engagement in and enjoyment of the task. The current study investigated whether the impacts of reminders on kindergarten children’s cognitive flexibility,...
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| Format: | Journal Article |
| Language: | English |
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2016
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| Online Access: | https://hdl.handle.net/10356/82639 http://hdl.handle.net/10220/40268 |
| _version_ | 1826128118612492288 |
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| author | Qu, Li Ong, Jing Yi |
| author2 | School of Humanities and Social Sciences |
| author_facet | School of Humanities and Social Sciences Qu, Li Ong, Jing Yi |
| author_sort | Qu, Li |
| collection | NTU |
| description | Reminding children to think about alternatives is a strategy adults often use to promote children’s cognitive flexibility, as well as children’s engagement in and enjoyment of the task. The current study investigated whether the impacts of reminders on kindergarten children’s cognitive flexibility, intrinsic motivation, and mood are moderated by who provides the reminders. Eighty-three healthy 5-year-old kindergarten children were randomly assigned to 2 (Reminder: no reminders vs. Reminders) × 2 (Agent: Tester vs. Partner) conditions. Children’s cognitive flexibility was measured via the Block Sorting Task (Garton and Pratt, 2001; Fawcett and Garton, 2005). Children reported their motivation and mood before Block Sorting, after practicing for Block Sorting, and after the actual Block Sorting. Children’s intrinsic motivation was measured by evaluating children’s choices during a period of free play after Block Sorting. The results revealed that, depending on who provides the reminders, reminding children of alternatives can influence kindergarten children’s performance on Block Sorting, children’s intrinsic motivation, and children’s self-reported mood. |
| first_indexed | 2024-10-01T07:19:42Z |
| format | Journal Article |
| id | ntu-10356/82639 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T07:19:42Z |
| publishDate | 2016 |
| record_format | dspace |
| spelling | ntu-10356/826392022-02-16T16:27:13Z Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders Qu, Li Ong, Jing Yi School of Humanities and Social Sciences Cognitive flexibility Intrinsic motivation Mood Kindergarten children Reminding children to think about alternatives is a strategy adults often use to promote children’s cognitive flexibility, as well as children’s engagement in and enjoyment of the task. The current study investigated whether the impacts of reminders on kindergarten children’s cognitive flexibility, intrinsic motivation, and mood are moderated by who provides the reminders. Eighty-three healthy 5-year-old kindergarten children were randomly assigned to 2 (Reminder: no reminders vs. Reminders) × 2 (Agent: Tester vs. Partner) conditions. Children’s cognitive flexibility was measured via the Block Sorting Task (Garton and Pratt, 2001; Fawcett and Garton, 2005). Children reported their motivation and mood before Block Sorting, after practicing for Block Sorting, and after the actual Block Sorting. Children’s intrinsic motivation was measured by evaluating children’s choices during a period of free play after Block Sorting. The results revealed that, depending on who provides the reminders, reminding children of alternatives can influence kindergarten children’s performance on Block Sorting, children’s intrinsic motivation, and children’s self-reported mood. Published version 2016-03-14T03:24:03Z 2019-12-06T14:59:28Z 2016-03-14T03:24:03Z 2019-12-06T14:59:28Z 2016 Journal Article Qu, L., & Ong, J. Y. (2016). Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders. Frontiers in Psychology, 6, 1904- 1664-1078 https://hdl.handle.net/10356/82639 http://hdl.handle.net/10220/40268 10.3389/fpsyg.2015.01904 26779058 en Frontiers in Psychology © 2016 Qu and Ong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. 14 p. application/pdf |
| spellingShingle | Cognitive flexibility Intrinsic motivation Mood Kindergarten children Qu, Li Ong, Jing Yi Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders |
| title | Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders |
| title_full | Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders |
| title_fullStr | Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders |
| title_full_unstemmed | Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders |
| title_short | Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders |
| title_sort | impact of reminders on children s cognitive flexibility intrinsic motivation and mood depends on who provides the reminders |
| topic | Cognitive flexibility Intrinsic motivation Mood Kindergarten children |
| url | https://hdl.handle.net/10356/82639 http://hdl.handle.net/10220/40268 |
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