Developmental Progression of Mental State Understandings in Infancy

Autor/inn/en	Siu, Tik-Sze Carrey; Cheung, Him
Titel	Developmental Progression of Mental State Understandings in Infancy
Quelle	In: International Journal of Behavioral Development, 43 (2019) 4, S.363-368 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025419830233
Schlagwörter	Infants; Child Development; Beliefs; Intention; Psychological Patterns; Preschool Children; Acting; Middle Class; Foreign Countries; Infant Behavior; Nonverbal Communication; Familiarity; Emotional Development; Sequential Approach; Cognitive Development; Hong Kong + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Belief; Glaube; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aktionstheater; Mittelschicht; Ausland; Non-verbal communication; Nonverbale Kommunikation; Gefühlsbildung; Schrittfolge; Kognitive Entwicklung; Hongkong
Abstract	This study establishes a sequence of developing mental state understandings in infants. We used three violation-of-expectation paradigms to assess fifty-seven 16-month-olds' ability to (a) infer an actress's intention from her prior repeated approaches to an object, (b) recognize her emotion by watching her facial-emotional display, and (c) deduce her false belief by noticing her lack of visual access to a change in the experimental setup. Contingencies between passing the three tasks were analyzed. Results showed that the infants made sense of intention first, followed by emotion, and then false belief. This progressive sequence parallels what has been found with preschoolers using verbal theory-of-mind tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01