Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  FALSE BELIEF
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Developmental differences in the understanding of beliefs and desires

100%
Putko A.
Polish Psychological Bulletin
|
2005
|
vol. 36
|
issue 2
109-115
EN
Seventy-two children between the ages of 3 and 5 took part in an investigation of the relations between the development of understanding of the two core concepts of theory-of-mind - desires and beliefs. Desire understanding was assessed by tasks requiring fulfilled or unfulfilled desires to be recalled and to predict desire-related emotions. Belief understanding was measured using false-belief task in standard and social version. Results showed that 3-year-olds have difficulty with the understanding of unfulfilled desires and false beliefs. In addition, specific links were found between the understanding of unfulfilled desires and false belief performance. These links suggest that the understanding of unfulfilled desires may be some kind of developmental bridge between the understanding of simple 'contentive' and more complex 'indicative' form of mental representations. The implications of these results for theory-of-mind development are discussed.
2

CHILDREN’S ATTRIBUTION OF BELIEFS ABOUT SIMULATED EMOTIONS

75%
Sidera F., Serrat E., Rostan C., Serrano J.
Studia Psychologica
|
2012
|
vol. 54
|
issue 1
67 – 80
EN
This research examined children’s understanding of the effect of hiding or pretending an emotion on the beliefs of the observer of this emotion. A sample of 337 children from 4 to 12 years of age participated in the study. They were divided into two groups; one involving a deception condition and one a pretend play condition. In the deception tasks, the protagonists intended to deceive other people about their feelings, while in the pretend play tasks, the protagonists pretended an emotion to play with another person. The results support previous findings that 4- and even 6-year-olds have difficulty in understanding the misleading consequences of hiding an emotion. On the other hand, when children attributed beliefs to the observer of a pretend emotion, young children mostly considered the pretend scenario, while older children took the real events into account. The paper discusses when children develop their ability to understand simulated emotions and their possible misleading consequences.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.