Publication:
Immediate and delayed effects of fantastical content on children's executive functions and mental transformation

dc.contributor.coauthorUzundag, Berna A.
dc.contributor.departmentDepartment of Psychology
dc.contributor.departmentGraduate School of Social Sciences and Humanities
dc.contributor.kuauthorKeşşafoğlu, Dilara
dc.contributor.kuauthorKüntay, Aylin C.
dc.contributor.schoolcollegeinstituteCollege of Social Sciences and Humanities
dc.contributor.schoolcollegeinstituteGRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES
dc.date.accessioned2025-03-06T20:59:05Z
dc.date.issued2024
dc.description.abstractWatching fantastical content has been shown to negatively affect young children's executive function (EF) skills. No study has investigated how long these negative effects persist and whether they extend to other cognitive skills. The current experimental study aimed to (1) detect how long fantastical content affects children's EF performance and (2) examine whether watching fantastical content negatively affects children's other (non-EF) cognitive task performance, namely mental transformation. A total of 120 5- and 6year-old children (M = 66 months, SD = 5.52) were randomly assigned to one of the four following conditions: (a) immediate testing after watching an 8-min non-fantastical cartoon, (b) immediate testing after watching an 8-min fantastical cartoon, (c) 10min delayed testing after watching a fantastical cartoon, and (d) immediate testing after an 8-min free play (control condition). After exposure to each condition, children were tested on EF and mental transformation measures. Results showed that children watching a fantastical cartoon performed worse on working memory and inhibitory control tasks than children watching a nonfantastical cartoon or playing. However, the 10-min delay between the watching and testing sessions eliminated the negative impact observed on inhibitory control. Groups did not differ on cognitive flexibility and mental transformation. As in previous studies, watching fantastical content negatively affected children's EFs, but this negative impact disappeared in a few minutes and seems unique to EFs. These results suggest that fantastical content may
dc.description.indexedbyWOS
dc.description.indexedbyScopus
dc.description.indexedbyPubMed
dc.description.publisherscopeInternational
dc.description.sponsoredbyTubitakEuN/A
dc.identifier.doi10.1016/j.jecp.2024.106067
dc.identifier.eissn1096-0457
dc.identifier.issn0022-0965
dc.identifier.quartileQ3
dc.identifier.scopus2-s2.0-85203178656
dc.identifier.urihttps://doi.org/10.1016/j.jecp.2024.106067
dc.identifier.urihttps://hdl.handle.net/20.500.14288/27628
dc.identifier.volume248
dc.identifier.wos1308648800001
dc.keywordsPreschool-aged children
dc.keywordsFantastical content
dc.keywordsExecutive functions
dc.keywordsCognitive development
dc.keywordsScreen-based media use
dc.keywordsFantastical cartoons
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofJournal of Experimental Child Psychology
dc.subjectPsychology, developmental
dc.subjectPsychology, experimental
dc.titleImmediate and delayed effects of fantastical content on children's executive functions and mental transformation
dc.typeJournal Article
dspace.entity.typePublication
local.contributor.kuauthorKeşşafoğlu, Dilara
local.contributor.kuauthorKüntay, Aylin C.
local.publication.orgunit1GRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES
local.publication.orgunit1College of Social Sciences and Humanities
local.publication.orgunit2Department of Psychology
local.publication.orgunit2Graduate School of Social Sciences and Humanities
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