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When You're Happy and I Know It: Four-Year-Olds' Emotional Perspective Taking during Online Language Comprehension
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Khu, Melanie; Chambers, Craig; Graham, Susan A. – Child Development, 2018
Using a novel emotional perspective-taking task, this study investigated 4-year-olds' (n = 97) use of a speaker's emotional prosody to make inferences about the speaker's emotional state and, correspondingly, their communicative intent. Eye gaze measures indicated preschoolers used emotional perspective inferences to guide their real-time…
Descriptors: Perspective Taking, Child Development, Intonation, Suprasegmentals
Scaling of Advanced Theory-of-Mind Tasks
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Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate – Child Development, 2016
Advanced theory-of-mind (AToM) development was investigated in three separate studies involving 82, 466, and 402 elementary school children (8-, 9-, and 10-year-olds). Rasch and factor analyses assessed whether common conceptual development underlies higher-order false-belief understanding, social understanding, emotion recognition, and…
Descriptors: Theory of Mind, Inhibition, Language Acquisition, Prediction
Associations among Pubertal Development, Empathic Ability, and Neural Responses While Witnessing Peer Rejection in Adolescence
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Masten, Carrie L.; Eisenberger, Naomi I.; Pfeifer, Jennifer H.; Colich, Natalie L.; Dapretto, Mirella – Child Development, 2013
Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in…
Descriptors: Peer Acceptance, Rejection (Psychology), Peer Relationship, Puberty
Neural Correlates of Direct and Reflected Self-Appraisals in Adolescents and Adults: When Social Perspective-Taking Informs Self-Perception
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Pfeifer, Jennifer H.; Masten, Carrie L.; Borofsky, Larissa A.; Dapretto, Mirella; Fuligni, Andrew J.; Lieberman, Matthew D. – Child Development, 2009
Classic theories of self-development suggest people define themselves in part through internalized perceptions of other people's beliefs about them, known as reflected self-appraisals. This study uses functional magnetic resonance imaging to compare the neural correlates of direct and reflected self-appraisals in adolescence (N = 12, ages 11-14…
Descriptors: Adolescents, Brain, Correlation, Self Concept
Hindsight Bias and Developing Theories of Mind
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Bernstein, Daniel M.; Atance, Cristina; Meltzoff, Andrew N.; Loftus, Geoffrey R. – Child Development, 2007
Although "hindsight bias" (the "I knew it all along" phenomenon) has been documented in adults, its development has not been investigated. This is despite the fact that hindsight bias errors closely resemble the errors children make on theory of mind (ToM) tasks. Two main goals of the present work were to (a) create a battery of hindsight tasks…
Descriptors: Perspective Taking, Preschool Children, Cognitive Development, Correlation
Children's Understanding of the Distinction between Real and Apparent Emotion.
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Harris, Paul L.; And Others – Child Development, 1986
Describes two experiments that examined children's understanding of the distinction between real and apparent emotion. Discusses the findings in relation to research concerning children's concept of mind, their grasp of the appearance-reality distinction; their ability to produce complex, embedded justifications; and their ideas about emotion.…
Descriptors: Affective Behavior, Age Differences, Child Development, Cognitive Ability