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Williams, David; Happe, Francesca – Developmental Science, 2010
Two experiments were conducted to explore the extent to which individuals with Autism Spectrum Disorder (ASD), as well as young typically developing (TD) children, are explicitly aware of their own and others' intentions. In Experiment 1, participants with ASD were significantly less likely than age- and ability-matched comparison participants to…
Descriptors: Autism, Young Children, Comparative Analysis, Intention
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Caillies, Stephanie; Le Sourn-Bissaoui, Sandrine – Developmental Science, 2008
The aim of this study was to test the hypothesis according to which theory of mind competence was a prerequisite to ambiguous idioms understanding. We hypothesized that the child needs to understand that the literal interpretation could be a false world representation, a false belief, and that the speaker's intention is to mean something else, to…
Descriptors: Language Patterns, Cognitive Development, Intention, Children
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Buttelmann, David; Carpenter, Malinda; Call, Josep; Tomasello, Michael – Developmental Science, 2007
Human infants imitate others' actions "rationally": they copy a demonstrator's action when that action is freely chosen, but less when it is forced by some constraint (Gergely, Bekkering & Kiraly, 2002). We investigated whether enculturated chimpanzees (Pan troglodytes) also imitate rationally. Using Gergely and colleagues' (2002) basic procedure,…
Descriptors: Infants, Animals, Imitation, Acculturation
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Gergely, Gyorgy; Egyed, Katalin; Kiraly, Ildiko – Developmental Science, 2007
Humans are adapted to spontaneously transfer relevant cultural knowledge to conspecifics and to fast-learn the contents of such teaching through a human-specific social learning system called "pedagogy" ( Csibra & Gergely, 2006). Pedagogical knowledge transfer is triggered by specific communicative cues (such as eye-contact, contingent reactivity,…
Descriptors: Cues, Socialization, Novelty (Stimulus Dimension), Infants
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Tomasello, Michael; Carpenter, Malinda – Developmental Science, 2007
We argue for the importance of processes of shared intentionality in children's early cognitive development. We look briefly at four important social-cognitive skills and how they are transformed by shared intentionality. In each case, we look first at a kind of individualistic version of the skill--as exemplified most clearly in the behavior of…
Descriptors: Socialization, Cognitive Development, Intention, Child Development
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Goswami, Usha – Developmental Science, 2006
In this paper, I review some recent submissions to "Developmental Science" that advance our understanding of psychological development. More and more submissions to the journal explore the origins of knowledge and, for psychological knowledge, such origins are multiple. Here I consider the contribution of mechanisms such as contingency detection,…
Descriptors: Social Cognition, Psychology, Reading Skills, Language Acquisition