Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 6 |
Descriptor
Beliefs | 6 |
Task Analysis | 6 |
Child Development | 5 |
Theory of Mind | 5 |
Cognitive Development | 3 |
Preschool Children | 3 |
Age Differences | 2 |
Children | 2 |
Cognitive Processes | 2 |
Concept Formation | 2 |
Generalization | 2 |
More ▼ |
Source
Child Development | 6 |
Author
Low, Jason | 2 |
Andrews, Benjamin J. | 1 |
Apperly, Ian A. | 1 |
Bergfeld, Delia | 1 |
Bianco, Federica | 1 |
Cavallini, Elena | 1 |
Demicheli, Patrizia | 1 |
Fizke, Ella | 1 |
Grant, Jay | 1 |
Lecce, Serena | 1 |
Liben, Lynn S. | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 5 |
Reports - Evaluative | 1 |
Education Level
Early Childhood Education | 1 |
Elementary Education | 1 |
Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Rakoczy, Hannes; Bergfeld, Delia; Schwarz, Ina; Fizke, Ella – Child Development, 2015
Existing evidence suggests that children, when they first pass standard theory-of-mind tasks, still fail to understand the essential aspectuality of beliefs and other propositional attitudes: such attitudes refer to objects only under specific aspects. Oedipus, for example, believes Yocaste (his mother) is beautiful, but this does not imply that…
Descriptors: Theory of Mind, Beliefs, Young Children, Educational Experiments
Lecce, Serena; Bianco, Federica; Demicheli, Patrizia; Cavallini, Elena – Child Development, 2014
This study investigated the relation between theory of mind (ToM) and metamemory knowledge using a training methodology. Sixty-two 4- to 5-year-old children were recruited and randomly assigned to one of two training conditions: A first-order false belief (ToM) and a control condition. Intervention and control groups were equivalent at pretest for…
Descriptors: Theory of Mind, Control Groups, Intervention, Beliefs
Myers, Lauren J.; Liben, Lynn S. – Child Development, 2012
Children gradually develop interpretive theory of mind (iToM)--the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children's recognition that map symbols' meanings must be communicated to others when symbols are iconic (resemble their…
Descriptors: Theory of Mind, Child Development, Children, Maps
Low, Jason; Simpson, Samantha – Child Development, 2012
Executive function mechanisms underpinning language-related effects on theory of mind understanding were examined in a sample of 165 preschoolers. Verbal labels were manipulated to identify relevant perspectives on an explicit false belief task. In Experiment 1 with 4-year-olds (N = 74), false belief reasoning was superior in the fully and…
Descriptors: Theory of Mind, Preschool Children, Executive Function, Beliefs
Low, Jason – Child Development, 2010
Three studies were carried out to investigate sentential complements being the critical device that allows for false-belief understanding in 3- and 4-year-olds (N = 102). Participants across studies accurately gazed in anticipation of a character's mistaken belief in a predictive looking task despite erring on verbal responses for direct…
Descriptors: Cognitive Development, Preschool Children, Task Analysis, Eye Movements
Apperly, Ian A.; Warren, Frances; Andrews, Benjamin J.; Grant, Jay; Todd, Sophie – Child Development, 2011
On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult…
Descriptors: Theory of Mind, Developmental Continuity, Cognitive Development, Child Development