The Development of the Representation of Pretense (2011 - Present)

Investigator:  Jennifer Van Reet, Providence College

Abstract:  Two studies are proposed to test the theory that mental representations of pretend actions must be cognitively quarantined from representations of the real world in order to ensure that knowledge of the real world remains accurate and is not corrupted by pretend experiences. Both studies will be conducted with three age groups, preschoolers, elementary school age children, and adults in order to determine whether the representation of pretense changes with age. Both studies will be conducted on computer, using standard cognitive psychology techniques to measure mental activation. Specifically, participants will either read or see depictions of simple pretend actions. They will later be asked to respond to a word or image related to the object that was really used to perform the action, the object that was created through the pretense, or a neutral object. If a representation is mentally activated, participants will respond more quickly to it. In Study 1, it is hypothesized that only the representation of the pretend object, not the real one, will be activated, consistent with the idea that real representations are not modified by exposure to pretend experiences. Study 2 will assess activation after the pretense episode is over and the participant has been re-exposed to one of the objects in a real-world context. It is hypothesized that exposure to the pretense episode will not cause a pattern of activation similar to Study 1, again consistent with the idea that pretense does not cause a lasting change of real-world representations. This research will be the first to reveal how pretense, a mental activity fundamental to human cognition, occurs in the human mind. Results may increase the understanding of both children's and adults' thinking, reasoning, and learning. They also may contribute to our understanding of the cognitive deficits associated with autistic spectrum disorders.