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Characterizing exact arithmetic abilities before formal schooling
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Impacts of prenatal phthalate and bisphenol exposure on infant cognition and early language development
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Psychological Reasoning in Infancy.
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In: Annual review of psychology, vol 67, iss 1 (2016)
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How fresh a look? A reply to Heyes.
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In: Developmental science, vol 17, iss 5 (2014)
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The Development of Infants’ Use of Novel Verbal Information when Reasoning about Others' Actions
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Coming to agreement: representation and processing of English subject-verb agreement in acquisition
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False-belief understanding in 2.5-year-olds: evidence from two novel verbal spontaneous-response tasks.
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In: Developmental science, vol 15, iss 2 (2012)
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Abstract:
Recent research indicates that toddlers and infants succeed at various non-verbal spontaneous-response false-belief tasks; here we asked whether toddlers would also succeed at verbal spontaneous-response false-belief tasks that imposed significant linguistic demands. We tested 2.5-year-olds using two novel tasks: a preferential-looking task in which children listened to a false-belief story while looking at a picture book (with matching and non-matching pictures), and a violation-of-expectation task in which children watched an adult 'Subject' answer (correctly or incorrectly) a standard false-belief question. Positive results were obtained with both tasks, despite their linguistic demands. These results (1) support the distinction between spontaneous- and elicited-response tasks by showing that toddlers succeed at verbal false-belief tasks that do not require them to answer direct questions about agents' false beliefs, (2) reinforce claims of robust continuity in early false-belief understanding as assessed by spontaneous-response tasks, and (3) provide researchers with new experimental tasks for exploring early false-belief understanding in neurotypical and autistic populations.
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Keyword:
Analysis of Variance; Attention; Child; Child Development; Cognitive Sciences; Comprehension; Concept Formation; Developmental & Child Psychology; Female; Humans; Linguistics; Male; Photic Stimulation; Preschool; Psychology; Verbal Behavior
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URL: https://escholarship.org/uc/item/0w27k0kb
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False-belief understanding in 2.5-year-olds: Evidence from two novel verbal spontaneous-response tasks
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Learning verbs under referential uncertainty: The role of referential and syntactic contexts
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