Children's Understanding of Ordinary and Extraordinary Minds

Autor/inn/en	Lane, Jonathan D.; Wellman, Henry M.; Evans, E. Margaret
Titel	Children's Understanding of Ordinary and Extraordinary Minds
Quelle	In: Child Development, 81 (2010) 5, S.1475-1489 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01486.x
Schlagwörter	Cognitive Development; Preschool Children; Cognitive Processes; Tests; Evaluation Methods; Task Analysis; Psychology; Child Development + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Examination; Prüfung; Examen; Aufgabenanalyse; Psychologie; Kindesentwicklung
Abstract	How and when do children develop an understanding of extraordinary mental capacities? The current study tested 56 preschoolers on false-belief and knowledge-ignorance tasks about the mental states of contrasting agents--some agents were ordinary humans, some had exceptional perceptual capacities, and others possessed extraordinary mental capacities. Results indicated that, in contrast to younger and older peers, children within a specific age range reliably attributed fallible, human-like capacities to ordinary humans and to several special agents (including God) for both tasks. These data lend critical support to an anthropomorphism hypothesis--which holds that children's understanding of extraordinary minds is derived from their everyday intuitive psychology--and reconcile disparities between the findings of other studies on children's understanding of extraordinary minds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10