The Influence of social cooperation on pre-schoolers' visual perspective taking ability.

Abstract

This study examined the effects of social cooperation and visual perspective taking in pre-schoolers. The study analysed pre-schoolers’ performance on Ambiguous Figure Test, Peabody Picture Vocabulary Test and Mood and Motivational Test. It was hypothesized that social cooperation, the cooperation between pre-schoolers and a second experimenter, would increase visual perspective taking in pre-schoolers. The pre-schoolers were randomly assigned to either the self-play or cooperation condition. Results showed that pre-schoolers in the cooperation condition performed significantly better than those in the self-play condition. This supported the hypothesis that engagement in social cooperation would increase visual perspective taking in pre-schoolers. The implication and justification for the finding and limitations were discussed.