Alternative Perspectives: Relations between Belief Reasoning and Ambiguous Figure Perception in Bilingual Children

Autor/inn/en	Stegall-Rodriguez, Sarah E.; Weimer, Amy A.; Rice Warnell, Katherine
Titel	Alternative Perspectives: Relations between Belief Reasoning and Ambiguous Figure Perception in Bilingual Children
Quelle	In: Infant and Child Development, 30 (2021) 5, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stegall-Rodriguez, Sarah E.) ORCID (Weimer, Amy A.) ORCID (Rice Warnell, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2258
Schlagwörter	Correlation; Theory of Mind; Beliefs; Pictorial Stimuli; Ambiguity (Context); Visual Perception; Young Children; Bilingualism; Inhibition; Executive Function; Performance Factors; Low Income Groups; Cognitive Development + Suchen Sie Ihr Suchwort? Korrelation; Belief; Glaube; Fantasieanregung; Visuelle Wahrnehmung; Frühe Kindheit; Bilingualismus; Hemmung; Leistungsindikator; Kognitive Entwicklung
Abstract	Representational theory of mind--the ability to represent others' mental states and understand that these beliefs can be different from one's own and reality--emerges in early childhood alongside other meta-representational abilities, such as understanding that an image can be perceived in multiple ways. Limited research has suggested that individual differences in theory of mind and pictorial meta-representation are correlated--pointing to domain-general meta-representation--but these links might be due to associated abilities such as inhibitory control. To assess this possibility, the present study examines the relationship between belief reasoning and ambiguous figure perception in a low-income sample of bilingual children (aged 4.5-8.5 years), as bilingualism has been linked to meta-representational skills and executive function. Partialing out age and inhibitory control, belief reasoning and ambiguous figure perception were significantly correlated, suggesting that performance on these tasks involves a general meta-representational capacity apart from common executive function demands. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01