Content and Form as Influences on Role-Taking Performance

Abstract

Abstract Ss were 198 American boys and girls in kindergarten through fourth grade. Role-taking questions were asked after Ss had seen a cartoon sequence in the tradition of Flavell. On “next” questions Ss were asked how another child would think the cartoon ended if shown only the beginning. Cartoon endings were of two types: (a) on which a single probable outcome did not occur, and (b) on which various outcomes were possible. “Before” questions required Ss to say how another would think the cartoon began when shown only the ending. As hypothesized, “next” questions were significantly easier than “before” questions notwithstanding variation in type of ending. Under the second hypothesis, “next” questions on cartoons with endings of type a were predictably easier than “next” questions with type b endings (three of four predictions being confirmed)—a finding which demonstrates the powerful influence of cartoon content on the expression of role-taking competence with this type of measure.