What contributes to false belief understanding in childhood? A multidimensional approach

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Cognitive Development Pub Date : 2023-10-01 DOI:10.1016/j.cogdev.2023.101382
Olivier Aubuchon , Jamie Libenstein , Marina Moënner , Marilou Séguin , Jenny Bellerose , Annie Bernier , Miriam H. Beauchamp
{"title":"What contributes to false belief understanding in childhood? A multidimensional approach","authors":"Olivier Aubuchon ,&nbsp;Jamie Libenstein ,&nbsp;Marina Moënner ,&nbsp;Marilou Séguin ,&nbsp;Jenny Bellerose ,&nbsp;Annie Bernier ,&nbsp;Miriam H. Beauchamp","doi":"10.1016/j.cogdev.2023.101382","DOIUrl":null,"url":null,"abstract":"<div><p><span>False belief understanding (FBU), a core component of </span>Theory of Mind (ToM), refers to the capacity to understand that other individuals act according to their beliefs even when those beliefs are inaccurate. FBU is an important aspect of socio-cognitive development in early childhood. A range of sociodemographic, temperamental, cognitive, and family factors are known to contribute separately to individual differences in FBU; however, these domains are typically studied in silos. This longitudinal study aimed to examine which of these factors are associated with FBU around the time of school entry. We evaluated 102 typically developing children at 2–5.5 years (predictive factors) and then at 4–7.5 years of age (FBU). The findings indicate that cognitive and family factors during the preschool years are associated with FBU at school entry. Specifically, child vocabulary and parent-child interaction quality were significant independent predictors of FBU.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201423000874","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

Abstract

False belief understanding (FBU), a core component of Theory of Mind (ToM), refers to the capacity to understand that other individuals act according to their beliefs even when those beliefs are inaccurate. FBU is an important aspect of socio-cognitive development in early childhood. A range of sociodemographic, temperamental, cognitive, and family factors are known to contribute separately to individual differences in FBU; however, these domains are typically studied in silos. This longitudinal study aimed to examine which of these factors are associated with FBU around the time of school entry. We evaluated 102 typically developing children at 2–5.5 years (predictive factors) and then at 4–7.5 years of age (FBU). The findings indicate that cognitive and family factors during the preschool years are associated with FBU at school entry. Specifically, child vocabulary and parent-child interaction quality were significant independent predictors of FBU.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
是什么促成了儿童对错误信念的理解?多维方法
错误信念理解(FBU)是心理理论的核心组成部分,指的是理解其他人根据自己的信念行事的能力,即使这些信念是不准确的。FBU是儿童早期社会认知发展的一个重要方面。已知一系列社会人口、气质、认知和家庭因素分别导致FBU的个体差异;然而,这些领域通常是在竖井中进行研究的。这项纵向研究旨在检验这些因素中的哪些与入学前后的FBU有关。我们评估了102名2-5岁(预测因素)和4-7.5岁(FBU)的典型发育儿童。研究结果表明,学龄前的认知和家庭因素与入学时的FBU有关。具体而言,儿童词汇和亲子互动质量是FBU的重要独立预测因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
期刊最新文献
From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number Preschoolers prioritize humans over robots less than adults do: An eye-tracking study Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1