| Autor: |
Catherine Séclier, Sally C. Grant, Caitlin J.B. Reid, Laura E. Boyden, Carmel Houston-Price, Rhiannon Williams, Kate Goddard |
| Rok vydání: |
2010 |
| Předmět: |
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| Zdroj: |
Developmental Science. 14:623-634 |
| ISSN: |
1363-755X |
| DOI: |
10.1111/j.1467-7687.2010.01003.x |
| Popis: |
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. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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