Tracking Speakers' False Beliefs: Is Theory of Mind Available Earlier for Word Learning?

Autor/inn/en	Houston-Price, Carmel; Goddard, Kate; Seclier, Catherine; Grant, Sally C.; Reid, Caitlin J. B.; Boyden, Laura E.; Williams, Rhiannon
Titel	Tracking Speakers' False Beliefs: Is Theory of Mind Available Earlier for Word Learning?
Quelle	In: Developmental Science, 14 (2011) 4, S.623-634 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2010.01003.x
Schlagwörter	Theory of Mind; Cognitive Development; Science Education; Child Development; Investigations; Task Analysis; Preschool Children; Beliefs; Word Recognition; Learning Strategies; Science Experiments + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Naturwissenschaftliche Bildung; Kindesentwicklung; Untersuchung; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Belief; Glaube; Worterkennung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Happe and Loth (2002) describe word learning as a "privileged domain" in the development of a theory of mind. We test this claim in a series of experiments based on the Sally-Anne paradigm. Three- and 4-year-old children's ability to represent others' false beliefs was investigated in tasks that required the child either to predict the actions of a protagonist in a story or to learn the meaning of a new word used by the protagonist. Experiment 1 replicated previous findings of better performance in a false belief word-learning task compared to a false belief action-prediction task. However, systematic manipulation of the task parameters in Experiments 2 and 3 revealed that this performance discrepancy disappeared when tasks were equated in their "referential pull" (Perner, Rendl & Garnham, 2007). We conclude that the notion of a precocious theory of mind for word learning is not required to explain dissociations in performance on false belief tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10