Affiliations:
Institute of Medical Psychology, University of Lübeck, Lübeck, Germany
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Insitute of Psychology, Johannes-Gutenberg-University Mainz, Mainz, Germany
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Insitute of Psychology, Ludwig-Maximilians-University Munich, Munich, Germany
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Department of English, University of Mannheim, Germany
Correspondence:
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Correspondence concerning this article should be addressed to Laura Maffongelli, Institute of Medical Psychology, University of Lübeck, Ratzeburger Allee 160, D-23562 Lübeck, Germany. E-mail: [email protected]
Note: [*] Shared first authorship.
Abstract: Action processing is a crucial aspect of cognition and perception. It provides a window into the way we understand others and learn about the world. During the preschool years, there are significant developments in how children process actions. Here, we systematically review tasks investigating action processing in preschoolers, employing the electronic databases PubMed, Scopus and PsycINFO. We extracted 680 studies on action processing in preschoolers and identified 66 papers that focused on typically developing children. The studies employed various tasks, which we categorized based on their complexity and the cognitive abilities they demand. This review not only sheds light on the intricate developmental nuances of action processing during the preschool period but also serves as a valuable resource for researchers. By providing insights into the emergence of different ways how children process actions, it aids in selecting appropriate tasks for investigating action-related skills in preschool children.
