New research led by the University of St Andrews has revealed that children perform cognitive tasks more quickly and accurately when they are alone, rather than in the presence of an unfamiliar adult. This study, published in Scientific Reports, sheds light on the influence of social context on children’s cognitive development, an area previously unexplored.
Cognitive control—key to academic achievement and long-term success—develops significantly during childhood. While recent research has made strides in understanding this development, the impact of a seemingly simple factor, such as the presence of another person, has largely been overlooked in cognitive studies involving children.
In many developmental studies, an adult is present to ensure children understand instructions and have their questions answered. However, it has remained unclear whether the mere presence of an adult affects how children focus on tasks.
The study from the University of St Andrews, in collaboration with Tsinghua University, Clermont-Auvergne University, and the University of Fribourg, found that children took longer to complete a cognitive task when an adult was present. This delay was especially noticeable in tasks that required sustained attention. Younger children, particularly those aged 4 to 5, showed the most significant delays, which indicates that the presence of an adult may distract children more when the task is more challenging.
Researchers tested children aged 4–5 and 8–9 years using a well-established cognitive task with varying levels of difficulty. In one condition, the children performed the task alone; in the other, they were observed by an unfamiliar adult. The results clearly showed that children were slower to respond when an adult was in the room, suggesting that the social presence interfered with their cognitive performance.
This study is part of a growing body of research examining how the context of experiments influences children’s cognitive outcomes. The findings suggest that even minor social factors, such as the presence of an adult, can impact a child’s ability to focus and perform.
Lead researcher Dr. Aurélien Frick of the School of Psychology and Neuroscience at St Andrews emphasized the significance of the findings. “The research question of this study was simple: Does it matter whether or not I’m in the room with the children during psychological research? The answer, according to our findings, is yes. The underlying causes and the role of individual differences, however, remain an exciting area for future research.”
This study opens the door to further exploration into how the social environment affects children’s learning and cognitive development, with potential implications for educational settings and experimental design. Future research will aim to explore the factors that contribute to this effect and whether it varies depending on individual children’s characteristics.
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