PL EN


2009 | 14 | 2 |
Article title

Rozumienie dwuznaczności przez dzieci pięcioletnie w kontekście rozwoju wiedzy o umyśle

Authors
Content
Title variants
Languages of publication
PL
Abstracts
PL
Understanding of ambiguity in 5-year-old children in the context of the development of theory of mind Research studies on ambiguity are related to different areas – communication, language and processing of perceptual stimuli. Results obtained from most research show that children under the age of six can neither react  dequately to ambiguous linguistic or visual stimuli nor understand ambiguous statements. A hypothesis about the relation between understanding ambiguity and the development of the knowledge about the mind was proposed after an analysis of existing experimental data. Four different tasks testing the understanding of ambiguity had been used and it was found out that their level of difficulty varied. There was no connection between the performance in solving tasks of different types. The relation between the understanding of ambiguity and the development of the knowledge of mind was indicated. Children performed better in false beliefs test than in tasks testing their understanding of ambiguity. There was a correlation between performance in particular tasks testing the understanding of false beliefs and tasks testing the understanding of ambiguity.
Year
Volume
14
Issue
2
Physical description
Dates
published
2009
online
2009-03-18
Contributors
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-issn-2084-3879-year-2009-volume-14-issue-2-article-1177
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