Three-Year-Olds' Perspective-Taking in Social Interactions: Relations with Socio-Cognitive Skills

Autor/inn/en	Brezack, Natalie; Meyer, Marlene; Woodward, Amanda L.
Titel	Three-Year-Olds' Perspective-Taking in Social Interactions: Relations with Socio-Cognitive Skills
Quelle	22 (2021) 4, S.537-560 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Brezack, Natalie) ORCID (Meyer, Marlene) ORCID (Woodward, Amanda L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preschool Children; Perspective Taking; Interaction; Social Cognition; Imitation; Correlation; Eye Movements; Visual Perception; Toys; Child Development; Interpersonal Competence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zukunftsperspektive; Interaktion; Soziale Kognition; Korrelation; Augenbewegung; Visuelle Wahrnehmung; Toy; Spielzeug; Kindesentwicklung; Interpersonale Kompetenz
Abstract	Understanding others' perspectives and integrating this knowledge in social interactions is challenging for young children; even adults struggle with this skill. While young children show the capacity to understand what others can and cannot see under supportive laboratory conditions, more research is necessary to understand how children implement their perspective-taking (PT) skill during interactions and which socio-cognitive skills support their ability to do so. This preregistered study examined children's Level 1 visual PT in a real-time social interaction and tested whether social-cognitive skills (focusing on inhibition of imitation) predicted PT. Thirty-six 3-year-old children (mean age: 37.3 months) participated in a PT task and responded implicitly (via eye gaze) and explicitly (via toy choice) to situations where their communicative partner could see some objects but not others. Three-year-olds demonstrated sensitivity to another's perspective via implicit responses, but did not consistently take their partner's perspective into account in their actions when considering objects their partner could not see. Contrary to adult findings, children who struggled to inhibit imitating (those more affected by another's actions) demonstrated better PT, again when considering objects outside their partner's sight. Thus, 3-year-olds' sensitivity to others' perspectives was robust, while "acting" on PT knowledge may still be developing; further, children more affected by another's actions demonstrated improved PT skills. [This article was published in "Journal of Cognition and Development" (EJ1306580).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01