Young children's yes bias: How does it relate to verbal ability, inhibitory control, and theory of mind?

Abstract

The aim of the present study was to investigate how young children reduce a yes bias, the tendency to answer `yes' to yes-no questions. Specifically, we examined three possible factors: verbal ability, inhibitory control and theory of mind. Results revealed that verbal ability and inhibitory control were strongly associated with a yes bias even after controlling for age. Regression analyses revealed that these two factors significantly predicted a yes bias. Theory of mind was not significantly correlated with a yes bias. The results indicate that young children may have to inhibit a dominant `yes' response when they are supposed to respond `no'. The development of verbal skills may reduce young children's yes biases.