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7 studies of the acquisition of knowledge about the appearance-reality distinction suggest the following course of development. Many 3-year-olds seem to possess little or no understanding of the distinction. They fail the simplest Appearance-Reality (AR) tasks and are unresponsive to efforts to teach them the distinction. Skill in solving simple AR tasks is(More)
Children and adults were tested for their understanding that there is a virtually continuous flow of mental content in a waking person, a "stream of consciousness" that continues to run even when the person is not examining stimuli perceptually or trying to solve a problem. There was a marked increase with age from preschool to adulthood in subjects'(More)
The purpose of this study of early social-cognitive development was to assess the very young child's behaviorally expressed knowledge of people's visual-attentional acts and abilities. Boys and girls (N = 60) 1, 1 1/2, 2, 2 1/2, and 3 years of age were tested in their homes with their mother's help. Three sorts of tasks were used: 1. Percept production. The(More)
The purpose of this investigation was to see whether children's understandings of different types of beliefs develop concurrently. Children of 3, 4, and 5 years of age were told or shown that child story characters held beliefs different from their own or from one another, not only concerning matters of physical fact ("false beliefs"), but also concerning(More)
Two studies demonstrated that preschool children have little knowledge and awareness of inner speech. Study 1 showed that, in contrast to 6- to 7-year-olds and adults, 4-year-olds usually did not infer that a person silently engaged in such intrinsically verbal mental activities as reading, counting, or recalling items from a shopping list was saying things(More)
Children of ages 5, 6, 7, 8, and 10 years, and adults were asked whether people who are sound asleep and not dreaming could or would: (1) see, hear, listen, notice, think, wish, pretend, and feel things (primary-consciousness activities), (2), know that they are asleep, and know whether they are or are not engaged in primary-consciousness activities such as(More)
Two studies assessed the development of children's understanding that thoughts and feelings are closely interlinked. These studies showed that, unlike 8-year-olds and adults, 5-year-olds seldom explained a sudden change in emotion that had no apparent external cause by appeal to the occurrence of a thought. They also tended not to recognize that a person(More)
A key acquisition in the child's developing knowledge of the mind is the subjective-objective distinction, which includes a clear understanding that things may appear to be other than the way they really are (appearance-reality distinction) and may present different appearances to self and others (Level 2 perspective-taking). Previous studies using tasks(More)
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