Developmental Continuity in Coordination of Perspectives as an Alternative to the Implicit and Explicit Theory of Mind Controversy

Autor/inn/en	Bialecka-Pikul, Marta; Bialek, Arkadiusz
Titel	Developmental Continuity in Coordination of Perspectives as an Alternative to the Implicit and Explicit Theory of Mind Controversy
Quelle	In: Developmental Psychology, 57 (2021) 11, S.1772-1786 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bialecka-Pikul, Marta) ORCID (Bialek, Arkadiusz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001254
Schlagwörter	Theory of Mind; Perspective Taking; Longitudinal Studies; Foreign Countries; Scores; Structural Equation Models; Child Development; Epistemology; Parent Child Relationship; Preschool Children; Parent Background; Educational Attainment; Case Studies; Visual Perception; Poland + Suchen Sie Ihr Suchwort? Zukunftsperspektive; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Kindesentwicklung; Erkenntnistheorie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternhaus; Bildungsabschluss; Bildungsgut; Case study; Fallstudie; Case Study; Visuelle Wahrnehmung; Polen
Abstract	The dichotomy between explicit and implicit theory of mind remains controversial. This study proposed a developmental and social-constructionist perspective that challenges this notion through a model showing that coordination of perspectives (CoP) is a continuously developing ability in children. Our tested model comprises eight distinct abilities that emerge sequentially. We tested our model using 25 different tasks in a longitudinal six-wave study with 300 native Polish children aged from 1 year (M[subscript T1] = 1 year 0 months; SD[subscript T1] = 1.73 weeks; 44% girls) to 3.5 years (M[subscript T6] = 3 years 6 months; SD[subscript T6] = 1.81 weeks; 45% girls). All children were Caucasian; both parents of 54% children had university degree. Structural equation modeling with factor scores for each of the eight abilities was used to verify the fit of obtained data. We provide preliminary support for distinguishing six abilities: (a) immediate social perspective-tracking and taking at age of 1 year, (b) deferred social perspective-tracking and visual perspective-taking as an intermediate step at age of 2 years, and (c) epistemic perspective-tracking and taking at 3.5 years. Using our new nomenclature--emphasizing the function of coordination of own and another person perspective in social situations--we found that development of mindreading begins when infants coordinate their bodily-expressed orientations with those of others, and by the age of 4 is manifested by coordinating own and others mental states. Thus, we support the idea of heterotypic continuity of mindreading development. Development of CoP and difference between perspective-tracking and taking should be further elucidated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01