• Thinking about the future: Comparing children’s forced-choice versus “generative” responses in the “spoon test”

      Atance, Christina M.; Celebi, Seyda Nur; Mitchinson, Sarah; Mahy, Caitlin (Elsevier, 2019)
      Episodic future thinking has been assessed in children using the “spoon test”. In this test, children select an item that will be useful in the future. We adapted this test so that preschoolers had to verbally generate the item. For all age groups generating the correct item was more difficult than selecting it. Performance in the “generate” condition was related to category fluency. One of the most popular methods to assess children’s foresight is to present children with a problem (e.g., locked box with no key) in one room and then later, in another room, give them the opportunity to select the item (e.g., key) that will solve it. Whether or not children choose the correct item to bring back to the first room is the dependent measure of interest in this “spoon test.” Although children as young as 3 or 4 years typically succeed on this test, whether they would pass a more stringent version in which they must verbally generate (vs. select) the correct item in the absence of any cues is unknown. This is an important point given that humans must often make decisions about the future without being explicitly “prompted” by the future-oriented option. In Experiment 1, using an adapted version of the spoon test, we show that as the “generative” requirements of the task increase, 3-, 4-, and 5-year-olds’ (N = 99) performance significantly decreases. We replicate this effect in Experiment 2 (N = 48 3-, 4-, and 5-year-olds) and also provide preliminary evidence that the capacity to verbally generate the correct item in a spoon test may draw more heavily on children’s category fluency skills than does their capacity to select this item among a set of distracters. Our findings underscore the importance of examining more generative forms of future thought in young children.