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.

Pragmatic Language Performance of Children Adopted Internationally

2019 ◽  
Vol 28 (2) ◽  
pp. 501-514
Author(s):  
Deborah A. Hwa-Froelich ◽  
Hisako Matsuo
Keyword(s):  
Social Communication ◽  
False Belief ◽  
Pragmatic Language ◽  
Eastern European ◽  
Language Performance ◽  
Emotion Identification ◽  
False Belief Understanding ◽  
Quasi Experimental ◽  
Pragmatic Communication ◽  
Eastern European Countries

Purpose Pragmatic language is important for social communication across all settings. Children adopted internationally (CAI) may be at risk of poorer pragmatic language because of adverse early care, delayed adopted language development, and less ability to inhibit. The purpose of this study was to compare pragmatic language performance of CAI from Asian and Eastern European countries with a nonadopted group of children who were of the same age and from similar socioeconomic backgrounds as well as explore the relationship among emotion identification, false belief understanding, and inhibition variables with pragmatic language performance. Method Using a quasi-experimental design, 35 four-year-old CAI (20 Asian, 15 Eastern European) and 33 children who were not adopted were included in this study. The children's pragmatic language, general language, and social communication (emotion identification of facial expressions, false belief understanding, inhibition) were measured. Comparisons by region of origin and adoption experience were completed. We conducted split-half correlation analyses and entered significant correlation variables into simple and backward regression models. Results Pragmatic language performance differed by adoption experience. The adopted and nonadopted groups demonstrated different correlation patterns. Language performance explained most of the pragmatic language variance. Discussion Because CAI perform less well than their nonadopted peers on pragmatic communication measures and different variables are related to their pragmatic performance, speech-language pathologists may need to adapt assessment and intervention practices for this population.

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