Three-Year-Olds Express Suspense when an Agent Approaches a Scene with a False Belief

Autor/inn/en	Moll, Henrike; Kane, Sarah; McGowan, Luke
Titel	Three-Year-Olds Express Suspense when an Agent Approaches a Scene with a False Belief
Quelle	In: Developmental Science, 19 (2016) 2, S.208-220 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12310
Schlagwörter	Preschool Children; Nonverbal Communication; Psychological Patterns; Beliefs; Affective Behavior; Child Development; Cognitive Processes; Theory of Mind + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Belief; Glaube; Affective disturbance; Active behaviour; Affektive Störung; Kindesentwicklung; Cognitive process; Kognitiver Prozess
Abstract	Research on early false belief understanding has entirely relied on affect-neutral measures such as judgments (standard tasks), attentional allocation (looking duration, preferential looking, anticipatory looking), or active intervention. We used a novel, affective measure to test whether preschoolers affectively anticipate another's misguided acts. In two experiments, 3-year-olds showed more expressions of suspense (by, e.g. brow furrowing or lip biting) when they saw an agent approach a scene with a false as opposed to a true belief (Experiment 1) or ignorance (Experiment 2). This shows that the children anticipated the agent's surprise and disappointment when encountering reality. The findings suggest that early implicit knowledge of false beliefs includes anticipations of the affective implications of erring. This vital dimension of beliefs should no longer be ignored in research on early theory of mind. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01