Effects of Labeling on Preschoolers' Explicit False Belief Performance: Outcomes of Cognitive Flexibility or Inhibitory Control?

Autor/inn/en	Low, Jason; Simpson, Samantha
Titel	Effects of Labeling on Preschoolers' Explicit False Belief Performance: Outcomes of Cognitive Flexibility or Inhibitory Control?
Quelle	In: Child Development, 83 (2012) 3, S.1072-1084 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01738.x
Schlagwörter	Theory of Mind; Preschool Children; Executive Function; Beliefs; Performance; Task Analysis; Attention; Generalization; Testing; Cognitive Ability; Child Development; Age Differences; Concept Formation; Language Usage; Language Role + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Belief; Glaube; Achievement; Leistung; Aufgabenanalyse; Aufmerksamkeit; Testdurchführung; Testen; Denkfähigkeit; Kindesentwicklung; Age; Difference; Age difference; Altersunterschied; Concept learning; Begriffsbildung; Sprachgebrauch
Abstract	Executive function mechanisms underpinning language-related effects on theory of mind understanding were examined in a sample of 165 preschoolers. Verbal labels were manipulated to identify relevant perspectives on an explicit false belief task. In Experiment 1 with 4-year-olds (N = 74), false belief reasoning was superior in the fully and protagonist-perspective labeled conditions compared to the child-perspective and nondescript labeling conditions. In Experiment 2 with 3-year-olds (N = 53), labeling the nondominant belief only biased attentional inertia. In Experiment 3 testing generalization in 4-year-olds (N = 38), labeling manipulations translated to improved performance on a second label-free explicit false belief task. These outcomes fit a cognitive flexibility account whereby age changes in the effects of labeling turn on formulating sophisticated conceptual representations. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10