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Explicit Theory of Mind Is Even More Unified than Previously Assumed: Belief Ascription and Understanding Aspectuality Emerge Together in Development
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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
Heider's Foreseeability Level of Responsibility Attribution: Does It Come after Intentionality?
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Hook, J. G. – Child Development, 1989
A study showed that 5- to 15-year-old children first employed Heider's commission rule, then his intentionality rule, and finally the foreseeability rule at about 11 years of age. Results suggest that both the Heider and Piaget attribution research traditions were correct in part. (RH)
Descriptors: Attribution Theory, Cognitive Processes, Difficulty Level, Piagetian Theory
The Development of Verbal Control over Motor Behavior: A Replication and Extension of Luria's Findings.
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Tinsley, Virginia S.; Waters, Harriet Salatas – Child Development, 1982
Two experiments replicate and extend Luria's (1959, 1961) findings on the development of verbal self-regulation during early childhood. Results support Luria's hypothesis that overt verbalizations facilitate control of motor behavior in young children and that language can play an active and integrative role in the development of behavioral and…
Descriptors: Age Differences, Difficulty Level, Mediation Theory, Motor Reactions
The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding that Difficult Tasks Require More Ability.
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Nicholls, John G. – Child Development, 1978
Selected cognitive developments presumed to mediate the development of achievement motivation are described. Age trends for four causal schemes involving the concepts of effort and ability from 5 to 13 years of age are presented. Developments related to ability, task difficulty, and incentive value are also described. (Author/JMB)
Descriptors: Ability, Age Differences, Attribution Theory, Concept Formation
The Differentiation of the Concepts of Difficulty and Ability.
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Nicholls, John G.; Miller, Arden T. – Child Development, 1983
Deals with (1) developmental changes in children's concepts of difficulty and ability and (2) individual differences within different developmental levels. Three levels of understanding of ability and difficulty are proposed, and cross-sectional and longitudinal evidence of progressive development through the stages is presented. (Author/RH)
Descriptors: Ability, Concept Formation, Cross Sectional Studies, Developmental Stages
Children's Use of Personality Attributions to Predict Other People's Emotional and Behavioral Reactions.
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Gnepp, Jackie; Chilamkurti, Chinni – Child Development, 1988
When kindergarten, second grade, fourth grade, and college students listened to stories and were asked to predict and explain the story character's behavioral or emotional reaction to a new event, the use of personality attributions to predict and explain future reactions increased with age. (RH)
Descriptors: Age Differences, Attribution Theory, Behavior, College Students