Computers and ‘The Mind’: An Intervention Study

The purpose of this study was to examine the relation between computer use and the development of social metacognition in young children by using an intervention design. Fifty-nine preschool children were given three false-belief tasks, and the results showed a significant and positive correlation between computer use and false-belief understanding. The children were then put into one of three groups. Those who did not have a computer at home and failed the false-belief tasks were matched on birth-order and number of siblings and put into either an intervention or control group. All of the other children formed an age-comparison group. Children in the intervention group were provided with a home computer for a period of two and one-half months and then both this group and the controls were re-tested on the false-belief tasks. The controls then received the computers for a period of six weeks, and both groups were again re-tested. Children in the intervention group did not make greater gains on false-belief tasks when compared with the controls. Analysis of the computer time-interval data showed that gains for both groups were associated with the average interaction time, which probably represents interactive quality. This suggests that it is the communicational requirements of computer interaction that may foster the development of false-belief understanding in young children.