The effect of reflection training on executive functions, episodic foresight and creativity in children aged 3 to 5 years

Subject Areas : Educational

ghasem mohammadyari ¹ ( shahid chamran university of ahvaz )
Nasser Behroozi ² ( Associate Professor of psychology, Shahid Chamran University of ahvaz, Ahvaz, Iran. )
manijeh Shehni Yailagh ³ ( Professor, Shahid Chamran University, Ahvaz, Iran )
gholamhossein maktabi ⁴ ( Associate Professor of psychology , Shahid Chamran University of ahvaz, Ahvaz, Iran )

Received: 2019-04-09 Accepted : 2019-10-01 Published : 2021-11-22

Keywords: Creativity, reflection training, episodic foresight, executive functions, kindergarten children,

Abstract :

The purpose of this study was to determine the effectiveness of reflection training on executive functions, episodic foresight and creativity. This study was experimental, pre-test and post-test design with control group. The statistical population of this study was all children ages 3- 5 with low executive functions in kindergartens in Ahvaz city on 1397. In this study 30 children had selected by single-stage random sampling. The tools used in this study were Behavior Rating Inventory of Executive Function – preschool version (Gioia, Espy & Isquith, 2003), Dimensional Change Card Sort (Zelazo, 2006), Picture-Book Task (Atance & Meltzoff, 2005) and Torrance's thinking creativity in action and movement (Torrance, 1981). Multivariate covariance analysis showed that there are significant differences between two groups (experimental and control) in executive functions, episodic foresight and creativity (F = 10.38, p < 0.001). An analysis of a variable covariance in the MANCOVA text revealed reflection training has a significant effect on the executive functions (F = 11.10, p < 0.01) on the episodic foresight (F = 5.85, p < 0.05) and on creativity (F = 12.52, p < 0.01) in favor of the experimental group.

References:

منابع

Allah Eishani, K., Ata Saa'd, E., & Nami, Y. (2014). The relationship between learning styles and creativity. Procedia - Social and Behavioral Sciences, 114, 52-55.

Atance, C. M., & Meltzoff, A. N. (2005). My future self: Young children’s ability to anticipate and explain future states. Cognitive Development, 20, 341-361.

Atance, C. M., Louw, A., & Clayton, N. S. (2015). Thinking ahead about where something is needed: New insights about episodic foresight in preschoolers. Journal of Experimental Child Psychology, 129, 98–109.

 

Beck, D. M., Schaefer, C., Pang, K., & Carlson, S. M. (2011). Executive function in preschool children: Test-retest reliability. Journal of Cognition and Development, 12, 169-193.

Black, W. R. (2015). Episodic future thinking in young children: Considering body mass and memory. Candidate for the Doctor of Philosophy Degree, University of Missouri – Kansas City.

Buckner, R. L., & Carroll, D. C. (2007). Self-projection and the brain. Trends in Cognitive Sciences, 11, 49-57

Chiu, F. C. (2012). Fit between future thinking and future orientation on creative imagination. Thinking Skills and Creativity, 7, 234-244.

Collier, K. (2010). Re-imagining reflection: Creating a theatrical space for the imagination in productive reflection. Beyond Reflective Practice, 1, 145-154.

Espinet, S. D., Anderson, J. E., & Zelazo, P. D. (2013). Reflection training improves executive function in preschool-age children: Behavioral and neural effects. Developmental Cognitive Neuroscience, 4, 3-15.

 Friedman, N. P., & Miyake, A. (2017). Unity and Diversity of Executive Functions: Individual Differences as a Window on Cognitive Structure. cortex, 84, 186-204.

Forster, J., Friedman, R., & Liberman, N. (2004). Temporal construal effects on abstract and concrete thinking: consequences for insight and creative cognition. Journal of Personality and Social Psychology, 87, 177-189.

Frye, D., Zelazo, P .D., & Palfai, T. (1995). Theory of mind and rule based reasoning. Cognitive Development, 10, 483-527.

Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior rating inventory of executive function- preschool version (BRIEF-P). Psychological Assessment Resources.

Hao, N., Ku, Y., Liu, M., Hu, Y., Bodner, M. Grabner, R. H., & Fink, A. (2016). Reflection enhances creativity: Beneficial effects of idea evaluation on idea generation. Brain and Cognition, 103, 30-37.

Ho, T. K. L., Lin, H., Chen, C. K., & Lee, L. (2017). The development and evaluation of a tablet painting application for enhancing the artistic expression skills of students through reflection. Computer and Education, 115, 56-68.

Kivestu, T., & Leijen, A. (2014). A model for supporting students’ reflection in tertiary music education. Procedia - Social and Behavioral Sciences, 112, 199-208.

Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74(6), 1823-1839.

Lindh, I. (2017). Entrepreneurial development and the different aspects of reflection. The   International Journal of Management Education, 15, 26-38.

Martin-Ordas, G.,  Atance, C. M., & Louw, A. (2012). The role of episodic and semantic memory in episodic foresight. Learning and Motivation, 43(4), 209-219.

Mashhadi, A., Hassani, J., Teymouri, S. (2017). Validation and Reliability of Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P) Journal of Clinical Psychology, Vol. 9, No. 1 (33). [Persian]

Meamari, Z. and Talebzadeh, H. (2015). Reflection and its conceptual evolution in Fichte's thought. Journal of Philosophy, No. 1, p. 115-97. [Persian]

Procee, H. (2006). Reflection in education: A Kantian epistemology. Educational Theory, 56(3), 237-253.                                                       

Razdorskaya, O. (2015). Reflection and creativity: The need for symbiosis. Procedia - Social and Behavioral Sciences, 209, 433-438.

Rebetez, M. M. L., Barsics, C., Rochat, L., D’Argembeau, A., & Linden, M. V. D. (2016). Procrastination, consideration of future consequences, and episodic future thinking. Consciousness and Cognition, 42, 286-292.

Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24 (1), 92-96.

Seyedan, A., (1998). Preliminary standardization of the test ofTorrance Thinking Creativity in Action and Movement. Master Thesis, Tehran, Tarbiat Moalem University. [Persian]

Shahrarai, M., Seydan, A. and Farzad, V. (2002). Creativity analysis in children: Introducing the test of creative thinking in action and movement. Journal of Psychology and Educational Sciences, No. 2, p. 213-191. [Persian]

Simlesa, S. & Cepanec, M. (2015). executive functions during childhood development of. international encyclopedia of the social and behavioral sciences, 2edition, 8, 486-496.

Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). New York, NY: Cambridge University Press.

Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners. Josey-Bass, San Francisco.

Torrance, E. P. (1981). Thinking creativity in action and movement. Bensenville, Illinois: Scholastic Testing Service.

Vidergor, H. E. (2010). The multidimensional curriculum model. Gifted and Talented International, 25(2), 153–165.

Zelazo, P. D. (2006). The dimensional change card sort: A method of assessing executive function in children. Nature Protocols, 1, 297-301.

Zelazo, P. D. (2015). Executive function: Reflection, iterative reprocessing, complexity, and thedeveloping brain. Developmental Review, 38, 55-68.