From observation to cognition: The impact of watching actions on child thought processes.

Abstract

Previous research has demonstrated that children's execution of actions consistent with their thinking can enhance cognitive processes. However, it remains unclear whether observing others performing actions consistent with thinking has a similar facilitative effect. In Experiment 1, we compared children's accuracy and reaction times in an observation group and an execution group under conditions involving actions that were either consistent or less consistent with thinking. The results showed that both groups performed better on tasks involving actions consistent with thinking, with the observation group slightly outperforming the execution group. Building on these findings, Experiment 2 investigated the impact of different observation modes (direct or indirect observation) and the presence of objects while observing others' actions on individual cognitive performance. The findings revealed that differences in task performance due to changes in observation mode were mainly reflected in the fluency of thinking, with direct observation being superior to indirect observation. The presence or absence of objects did not affect task performance. These results suggest that the sensorimotor system plays a causal and constitutive role in the development of higher cognitive processes, and this role can also be fulfilled by observing the actions of others.