Describe in detail two tasks of executive function used by Hughes (1998) to test preschoolers. What skill is each linked to, specifically? How might that particular skill relate to the general definition of theory of mind (i.e., understanding beliefs, desires, goals of self and others)?
What will be an ideal response?
Ans: Several tasks were used, including detour-reaching (planning and inhibition), hand game (inhibitory control, inhibit prepotent response), adapted dimensional change card sort task (attention switching and inhibition of previous rule), and Tower of London (planning). Students should choose two to describe in detail and the executive function skill is listed previously after each task. Depending on the two tasks the student chooses, s/he next needs to link each to theory of mind. For example, the hand game and inhibitory control can help individuals learn theory of mind as children delay initial reactions to study the situation and consider how the other might respond or feel.
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