False Signs and the Non-Specificity of Theory of Mind: Evidence that Preschoolers Have General Difficulties in Understanding Representations

Autor/inn/en	Leekam, Susan; Perner, Josef; Healey, Laura; Sewell, Claire
Titel	False Signs and the Non-Specificity of Theory of Mind: Evidence that Preschoolers Have General Difficulties in Understanding Representations
Quelle	In: British Journal of Developmental Psychology, 26 (2008) 4, S.485-497 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151007X260154
Schlagwörter	Theory of Mind; Neurological Impairments; Cognitive Development; Beliefs; Child Development; Autism; Brain; Injuries; Preschool Children; Developmental Psychology; Cognitive Processes + Suchen Sie Ihr Suchwort? Neurodegenerative Erkrankung; Kognitive Entwicklung; Belief; Glaube; Kindesentwicklung; Autismus; Gehirn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungspsychologie; Cognitive process; Kognitiver Prozess
Abstract	The discovery that 3-year-old children have difficulties understanding false belief has fuelled two decades of research directed at understanding why children have this problem. One unresolved question is whether false belief problems are due to difficulties with mental or representational aspects of mental states. This question has implications for current arguments about the domain specificity of theory of mind in typically developing children and in populations with autism and brain damage. We revisit this question, presenting evidence that preschoolers' difficulty with false belief is not a domain-specific problem with mental states but a more general difficulty with understanding representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10