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

• Main Author: Liu, Yuxi.
• Other Authors: School of Humanities and Social Sciences
• Format: Final Year Project
• Language: English
• Published: 2013
• Subjects: DRNTU::Social sciences::Psychology
• Online Access: http://hdl.handle.net/10356/52730
• Institution: Nanyang Technological University

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.