Preschoolers’ Developing Understanding of Factivity in Mental Verb Comprehension and Its Relation to First- and Second-Order False Belief Understanding: A Longitudinal Study

2019 ◽  
Vol 20 (3) ◽  
pp. 354-369
Author(s):  
Susanne Kristen-Antonow ◽  
Irina Jarvers ◽  
Beate Sodian
Keyword(s):  
Longitudinal Study ◽  
Second Order ◽  
False Belief ◽  
False Belief Understanding

scholarly journals Relationship between implicit false belief understanding and role play: Longitudinal study

2017 ◽  
Vol 15 (2) ◽  
pp. 172-183 ◽  
Author(s):  
Yusuke Moriguchi ◽  
Midori Ban ◽  
Hidekazu Osanai ◽  
Ichiro Uchiyama
Keyword(s):  
Longitudinal Study ◽  
Role Play ◽  
False Belief ◽  
False Belief Understanding

scholarly journals A Longitudinal Study of the Relations Between Theory of Mind, Executive Function, and Lying in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Changzhi Zhao ◽  
Siyuan Shang ◽  
Alison M. Compton ◽  
Genyue Fu ◽  
Liyang Sai
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Longitudinal Study ◽  
Theory Of Mind ◽  
Inhibitory Control ◽  
Emotion Understanding ◽  
False Belief ◽  
Chinese Children ◽  
False Belief Understanding ◽  
Knowledge Access

This study used longitudinal cross-lagged modeling to examine the contribution of theory of mind (ToM), executive function (EF) to children’s lying development and of children’s lying to ToM and EF development. Ninety-seven Chinese children (initial Mage = 46 months, 47 boys) were tested three times approximately 4 months apart. Results showed that the diverse desire understanding and knowledge access understanding components of ToM, as well as the inhibitory control component of EF predicted the development of children’s lying, while the diverse belief understanding and false belief understanding components of ToM, and the working memory component of EF did not predict development of children’s lying. Meanwhile, children’s lying predicted development of children’s belief-emotion understanding components of ToM, but not any other ToM components, or EF components. These findings provide longitudinal evidence for the relation between ToM, EF, and children’s lying during the preschool years.

Development of Preschoolers' Emotion and False Belief Understanding: A Longitudinal Study

2014 ◽  
Vol 42 (4) ◽  
pp. 645-654 ◽  
Author(s):  
Yifang Wang ◽  
Hongyun Liu ◽  
Yanjie Su
Keyword(s):  
Longitudinal Study ◽  
Developmental Trajectories ◽  
Developmental Trajectory ◽  
False Belief ◽  
First Year ◽  
False Beliefs ◽  
Location Task ◽  
False Belief Understanding ◽  
Developmental Relationship ◽  
Time Point

To explore the developmental trajectory of emotions (happiness, sadness, anger, and fear) and false belief understanding (an unexpected-location and an unexpected-contents task), we measured the performance of 3- and 4-year-olds 4 times at approximately half-yearly intervals. The results indicated that the children's ability to understand emotions and false beliefs increased significantly at each time point in the first year and a half, but no significant increases were found in the last 6 months. The developmental trajectories of the understanding of emotions and false beliefs were similar during the 2 years, however, the developing track of the emotions of happiness, sadness, fear, and anger were different. Understanding of happiness developed earlier and faster than understanding of sadness, fear, and anger. In regard to understanding false beliefs, the children performed better in the unexpected-contents task than in the unexpected-location task. We found that a developmental relationship existed between emotion and false belief understanding.

Progressing from an implicit to an explicit false belief understanding: A matter of executive control?

2019 ◽  
Vol 44 (2) ◽  
pp. 107-115 ◽  
Author(s):  
Daniela Kloo ◽  
Susanne Kristen-Antonow ◽  
Beate Sodian
Keyword(s):  
Theory Of Mind ◽  
Executive Functions ◽  
Executive Control ◽  
Second Order ◽  
False Belief ◽  
False Belief Understanding ◽  
Explicit Theory ◽  
Implicit And Explicit ◽  
Reflective Processing ◽  
Conscious Control

In a longitudinal study ( N = 54), we investigated the developmental relation between children’s implicit and explicit theory of mind and executive functions. We found that implicit false belief understanding at 18 months was correlated with explicit false belief understanding at 4 to 5 years of age, with the latter being closely related to second-order false belief understanding at 5 years of age. Also, replicating a number of studies, explicit first- and second-order false belief understanding, in contrast to implicit false belief understanding, were related to executive functioning. This indicates that executive functions play a role in standard explicit false belief tasks, but not in implicit false belief understanding. We argue that spontaneous, implicit false belief understanding does not require conscious control, whereas explicit false belief understanding is based on conscious, reflective processing. In sum, we suggest a developmental enrichment account of theory of mind development, with belief processing becoming increasingly reflective and controlled with advancing age.

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