Gesture as a Window on Children's Beginning Understanding of False Belief

Autor/inn/en	Carlson, Stephanie M.; Wong, Antoinette; Lemke, Margaret; Cosser, Caron
Titel	Gesture as a Window on Children's Beginning Understanding of False Belief
Quelle	In: Child Development, 76 (2005) 1, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2005.00830.x
Schlagwörter	Beliefs; Preschool Children; Cognitive Development; Nonverbal Communication; Cognitive Processes + Suchen Sie Ihr Suchwort? Belief; Glaube; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Non-verbal communication; Nonverbale Kommunikation; Cognitive process; Kognitiver Prozess
Abstract	Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N45, M age54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns34 and 70, M age48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10