The Development of Perspective-Taking Ability in Children

M. V. Cox

doi:10.1177/016502547800100305

The Development of Perspective-Taking Ability in Children

International Journal of Behavioral Development ◽

10.1177/016502547800100305 ◽

1978 ◽

Vol 1 (3) ◽

pp. 247-254 ◽

Cited By ~ 4

Author(s):

M. V. Cox

Keyword(s):

Young Child ◽

Perspective Taking ◽

Right Relationship

The study reported in this paper traced the nature of the changes which take place as the child gradually acquires perspective-taking skills. The results indicate that at first the young child can correctly represent only the location of the object nearest another observer; later, he can correctly represent a before-behind relationship between objects as seen by another observer; last, he can represent a left-right relationship between objects as seen by another observer. Nevertheless, left right errors are still made by many 10year-olds; Piaget and Inhelder's notion that perspective-taking ability is fully developed by this age is too optimistic.

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Why do people believe in a zero-sum economy?

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000389 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 1

Author(s):

Samuel G. B. Johnson

Keyword(s):

Perspective Taking ◽

Evolutionary Model ◽

Everyday Experience ◽

Coalitional Psychology ◽

The Face ◽

Zero Sum

AbstractZero-sum thinking and aversion to trade pervade our society, yet fly in the face of everyday experience and the consensus of economists. Boyer & Petersen's (B&P's) evolutionary model invokes coalitional psychology to explain these puzzling intuitions. I raise several empirical challenges to this explanation, proposing two alternative mechanisms – intuitive mercantilism (assigning value to money rather than goods) and errors in perspective-taking.

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Managing ADHD in a Young Child

Pediatric News ◽

10.1016/s0031-398x(11)70125-4 ◽

2011 ◽

Vol 45 (4) ◽

pp. 18-19

Author(s):

MICHAEL S. JELLINEK

Keyword(s):

Young Child

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Does It Matter How I Say It?

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000125 ◽

2015 ◽

Vol 14 (2) ◽

pp. 104-108 ◽

Cited By ~ 4

Author(s):

Dan S. Chiaburu ◽

Ann Chunyan Peng ◽

Linn Van Dyne

Keyword(s):

Perspective Taking ◽

Joint Effect ◽

Overall Performance ◽

Low Levels

We conducted an experiment to examine the effect of how subordinates present ideas (constructive vs. complaining form) on supervisor (receiver) responses (perceptions of subordinate intrusiveness and of overall performance). We demonstrated a joint effect of subordinate idea presentation (manipulated) and supervisor dogmatism (measured) such that supervisors with high levels of dogmatism rated subordinates who presented voice constructively as more intrusive and lower in performance than those with low dogmatism. Supervisor perspective taking mediated these relationships. Our findings highlight the importance of presenting ideas in a constructive form to receivers with low levels of dogmatism.

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