Continuity from an Implicit to an Explicit Understanding of False Belief from Infancy to Preschool Age

Autor/inn/en	Thoermer, Claudia; Sodian, Beate; Vuori, Maria; Perst, Hannah; Kristen, Susanne
Titel	Continuity from an Implicit to an Explicit Understanding of False Belief from Infancy to Preschool Age
Quelle	In: British Journal of Developmental Psychology, 30 (2012) 1, S.172-187 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1111/j.2044-835X.2011.02067.x
Schlagwörter	Beliefs; Theory of Mind; Infants; Preschool Children; Cognitive Development; Developmental Continuity; Intelligence Quotient; Longitudinal Studies; Age Differences + Suchen Sie Ihr Suchwort? Belief; Glaube; Infant; Toddler; Toddlers; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Entwicklungsprozess; Intelligenzquotient; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied
Abstract	An implicit understanding of false belief indicated by anticipatory looking has been shown to be significantly correlated with performance on explicit false-belief tasks in 3- and 4-year-old children (Low, 2010). Recent evidence from infant research indicates, however, that implicit false-belief understanding guides infants' expectations about goal-directed actions even in the second year of life. The present study presents data from a sample of N = 70 infants who were tested longitudinally at 15, 18, 30, 36 and 48 months with implicit and explicit Theory of Mind measures, as well as an assessment of verbal IQ. Belief-based anticipatory looking in the false-belief task at 18 months significantly predicted verbal false-belief reasoning at 48 months, after controlling for verbal IQ. These findings indicate developmental continuity and conceptual specificity in belief reasoning from infancy to preschool age. They are discussed with respect to competing accounts of infants' understanding of the mind. (Contains 3 tables, 1 figure and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10