Term
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Definition
| innate, fixed patterns of action that occur in response to
particular stimulation |
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Term
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Definition
| serve obvious physical needs |
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Term
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Definition
- serve no obvious physical needs
- important reflex behaviors from earlier stages of human evolution |
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Definition
0-4mnths
absence = signals neurological defects and persistence could interfere with voluntary grasping. |
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Term
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Definition
0-5 months
stroke corner of mouth lightly
mouth is brought to stimulus to permit sucking |
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Term
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Definition
0-6mnths
place finger in or on mouth/lips
ensures intake of essential nutrients |
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Term
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Definition
0 - 5/7 months
Sit child up allow head to drop 20 degrees backward or make a loud noise or rapidly lower the baby
Absence may signal neurological defects persistence could interfere with acquisition of sitting. |
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Term
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Definition
0-1yr
stroke bottom of foot
toes dan and then curl
absence = signal of neurological defects |
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Term
Asymmetric TONIC Neck Reflex
Reflex |
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Definition
1-4mnths
put baby on their back with arms and legs extended and rotate head 90degreees
--> arm on the same side of baby's face extends and other arm on the back side of the head flexes
absence= neurological defects persistence could prevent rolling over, and coordination. |
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Term
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Definition
—> Disappears due to rapid weight gain in the first few weeks
2mnths |
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Term
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Definition
| development of complex behaviors should be understood in terms of a complex interaction of physical, environmental & perceptual factors. |
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Term
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Definition
| (e.g., increases in strength, posture control, balance, perception, motivation, etc.) |
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Term
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Definition
• ~8 mos: infants become capable of self-locomotion for
the first time as they begin to crawl
~13 mos: begin walking independently |
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Term
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Definition
—> relatively fixed timetable uninfluenced by practice or experience?
could explain:
• motivation to walk at all!
• fixed sequence
• consistent timing (e.g., average age)
• experience-independent? (e.g., Preyer, 1888)
THE NATURE OF CHANGE |
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Term
| cross- cultural variation! |
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Definition
‘Kipsigis’ (rural Kenyan) babies sit upright 5 weeks earlier, walk 3 weeks earlier
• ‘western’ mothers believe crawling is an important stage but 60% of Mali infants never crawl; believe exercise promotes motor development |
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Term
Action & Perceptions
coordination: |
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Definition
object to other objects
developmental domains (e.g., perception, attention, body growth etc)
• object to body
•body to other body parts
must calibrate in response to constant change! |
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Term
Berkeley, 1709
ON coordination |
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Definition
- no real coordination @ birth
- trial & error learning
-associations are gradually built b/w eye and hand |
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Term
| Coordination in baby chicks |
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Definition
| did better 4 day pecking patter w/o prism over beak |
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Term
Coordination in kittens
Held & Hein, 1963 |
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Definition
ONLY the active kitten responded normally to the visual cliff.
it avoided it.
& blinked in response to incoming stimuli |
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Term
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Definition
motor activity must be paired with visual input to have integration occur.
similar results found in humans (above is kittens from Held & Hein, 1963) |
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Term
Human Coordination Reaching
pre reaching movements |
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Definition
• 0-3 mos: prereaching movements
-clumsy swiping movements toward general vicinity of objects
• ~3 mos: successful but poorly controlled; appreciates functional goal • 7 mos: along with ability to sit independently, reaching becomes stable
• 10 mos: show signs of anticipatory reaching & approach is affected by what they intend to do with the object (e.g., throwing vs stuffing |
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Term
Difference between
sensation & perception |
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Definition
Sensation: the low level processing of basic information from the external world by sensory receptors (ex. Eyes, ears, skin, nose, tongue)
The output of our senses alone cannot directly lead to accurate experience of the world
Perception: the process of organizing and interpreting sensory information about the objects, events, and spatial layout
Sensation= 2 things, perception= 1 thing |
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Term
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Definition
measure time looking to each side
They have a preference for patterns |
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Term
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Definition
vary strip width- find smallest width at which infants of a given age show a preference for stripes over gray: have no preference when stripes are too narrow
The sharpness of visual discrimination develops rapidly; full by 3-6yrs
Brain methods: measure degree of electrical activity evoked by different displays- more sensitive |
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Term
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Definition
| babies look at a color for long period they get habituated. When it changes their response starts again. When there’s a drastic change in a stimulus they dishabituate. |
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Term
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Definition
| The tendency to reach to where objects have been found before, rather than to where they were last hidden |
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Term
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Definition
Newborn infants are drawn to faces
Infants recognize and prefer their mother’s face after about 12 cumulative hours of exposure
One-month-olds scan the perimeters of shapes and two-month-olds scan both the perimeters and the interiors of shapes |
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Term
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Definition
| each display stars in front and moves slowly R or L. Measured by how far infants will turn to follow it. They have an innate template of a human face. |
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Term
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Definition
Infants have an extremely minimal template of a face- any top heavy oval pattern
At 9 months, they will look longer at a face they know
At 9 months, they will look equally at monkey faces- but at 6 they do familiar |
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Term
Depth Cues
How do we see depth? |
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Definition
Binocular:
Parallax: slightly different view in each eye
Convergence: eyes move closer together as an object moves close to face
Monocular (pictorial): linear perspective, overlapping, texture gradient
Dynamic: motion parallax, optical expansion
Relative size: little and big snoopy test; do infants see that one side of the clipboard is bigger than the other |
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Term
Depth Cues
How do you tell where one object begins and another ends? |
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Definition
| Color, shape, texture, gaps, and motion (common motion: if things move together they are likely part of the same object) |
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Term
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Definition
The perception of objects as being of constant size, shape, color, etc. in spite of physical differences in the retinal image of the object
How the brain interprets visual info when moving and keeps a constant image
If an infant looks at the larger, but farther away cube, researchers will conclude the child has size constancy
Supporting the nativist position, visual experience does not seem to be necessary for perceptual constancy |
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Term
| Basic development of acuity, color vision, depth perception, hearing (tasks, and developmental pattern) |
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Definition
The sharpness of visual discrimination develops rapidly, approaching that of adults by age 8 months
Reaches full adult acuity by 3-6 years
Color vision: poorer in 1st month but after, see color well, prefer red & blue.
Depth perception: human infants (~6mos) would still occasionally cross the visual cliff.
Hearing: well-developed at birth (mid-range, localization reflex), adult-like by ~6 mos (frequency range, intensity, adv. localization etc.) |
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Term
| Perception of subjective contours, logic of task and general age of success. |
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Definition
| ~7 month olds can see the square made up of pacman-like figures facing inward |
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Term
| Perception of objects as unified entities behind occlusion (e.g., the rod and box tasks) |
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Definition
| Kids looked longer when the object shown was a non-broken object and was still moving behind the other object |
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Term
| label examples of classical/operant conditioning |
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Definition
Classical = Pavlov’s dogs,
Operant = Skinner’s pigeons and the Skinner box |
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Term
| Object permanence tasks (A not B task) and results at different age ranges with different methods (e.g., reaching vs looking time) |
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Definition
Object permanence- the object is still there even though it is not seen, can babies think about objects when they cannot see them.
A not B task- the tendency for a baby to reach to where an object has been found before rather than to where they were last hidden
Babies are confused as to which sheet the object is hidden under. They will assume the object is under the sheet it has consistently been under, not the new sheet
This effects babies age 8-12 months |
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Term
| **children’s drawings and understanding of intentions “daddy” “Untitled” “grandma”
“Spirits in Decline” |
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Definition
| Children remember what they intended to draw (~3-4 years) |
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Term
| imaginary companions and pretend play (types and benefits) |
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Definition
Pretend play: Make-believe activities in which children create new symbolic relations, emerges at about 18 months of age
• object substitution, a form of pretense in which an object is used as something other than itself
• more are firstborns or only children
• correlated with lack of television; verbal skill; and advanced theories of mind
• used for company; deflecting blame; indirect communication
Sociodramatic play:
Activities in which children enact minidramas with other children or adults, emerges at about 30 months |
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Term
| -Vygotsky’s theory of social development |
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Definition
Does play merely reflect social development or does it somehow enhance it?
“Through others we become ourselves”
-children construct their own knowledge
Development cannot be separated from its social context
- pretense boosts children children within their “zone of proximal Development” |
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Term
| “zone of proximal Development” |
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Definition
| positive correlation between amount of pretend play and understanding other peoples thinking. |
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Term
| Piagetian learning mechanisms ARE?? (3) |
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Definition
accommodation
assimilation
equilibration |
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Term
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Definition
: a change in behavior to fit new experiences, changing one’s view to better match reality
Modifying your action pattern to deal with a new object
Adapt current knowledge structures in response to new experiences |
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Term
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Definition
taking what you know and applying it to your world
Doing an action with something new
Extend known action pattern to new object
Integrating reality into one’s own view |
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Term
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Definition
balancing assimilation and accommodation
Think of stereotyping in adults, concept of “alive” in children |
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Term
main findings of studies testing infants’ sensitivity to physical principles
PHYSICAL PRINCIPLES ARE??? (4) |
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Definition
• object permanence/ continuity
• solidity
cohesion
• support… |
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Term
| Infants’ understanding of object support relationships |
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Definition
4 month old infants look longer when they think a solid object came apart
Example #1
3 months babies know the main concept of boxes not touching. One looks like it is floating to the side of the other
5 months babies can notice that an object is attached to the side of another object with no support
At 6.5 months babies can detect that an object is getting minimal support from another object and they think this is weird
At 12.5 months babies can detect when an object is top heavy |
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Term
| Infants numerical abilities |
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Definition
Habituate babies to look at 16 dots then change the number to see if babies will look at that longer
Babies will look at the new number longer
Babies notice when things are added to taken away
At 6 months of age typically stare at the impossible event rather than the possible event
Locomotor choice task: tests babies understanding of original relationships
Babies will be show two different quantities of crackers
They will crawl to the pile with more crackers, they understand quantity
Implicit (newborns onward…)
Represent precise numbers of small objects
Possess an approximate sense of larger numbers
Explicit (3-4 years)
Integer list is a cultural construction
Language is required to represent precise sets of numbers larger than 3 |
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Term
| Development of counting abilities in children |
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Definition
By age 3 most children can count to 10
At first though this is mostly a meaningless list
All memorization
No actual concept
Learning to count is a long process
Takes 1 to 1 ½ years of the counting routine to actually understand what it means |
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Term
| Cross-cultural studies of number understanding |
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Definition
Not all cultures have created linguistic symbols/ a count list for numbers (some logarithmic number systems)
Ex: no concept of a precise number (exactly 7) on non-linguistic tasks
Some cultures count by using body parts
“Piraha”
Have a word for one and a word for many and that’s it |
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Term
| Different theories of development |
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Definition
Information-processing theory\\
Dynamic systems
Core knowledge |
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Term
| Information-processing theory |
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Definition
human cognition is best understood as the management of information through a system with limited space or resources
Encoding, storage, and retrieval phases |
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Term
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Definition
| any account of cognitive development must consider many simultaneous forces that influence the child at one time |
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Term
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Definition
: babies come into the world with a basic concept of knowledge
Stays with you over whole life
“continuity” over development
“quantative” change
Nature/Nativist
Seeds of knowledge that get learning started
Evolutionarily ancient
Domain –specific learning |
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Term
| Perspective taking/egocentrism |
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Definition
Egocentrism: preoperational child’s inability to separate his or her own perspective from those of others.
When children think other people think what they think |
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Term
Studies of symbolic use
(3) |
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Definition
Picture Errors
Scale Model Task
Dual Representation |
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Term
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Definition
9 month olds everywhere see a picture of an object as a real object, not just a picture
Try to mimic the object action
Think the object is real |
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Term
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Definition
see a toy car, want to try and drive the car, try and open the door and put their foot in the door
See a little toy slide and want to slide down it
Children up to 3 typically fail
Hid snoopy in a little toy room and then in the same layout as a life sized room
Children cannot find Snoopy
Have problems with dual representation
When children are led to believe the room is the same room they can typically pass the test
Must believe room is shrinking and growing |
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Term
| The problem of dual (dual representation) |
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Definition
symbol can be constructed in 2 ways at the same time
Real object
Representation of something else |
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Term
-cues infants use to detect other living things (including tasks)
Referencing adult’s
(3) |
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Definition
• attention
• emotions
• intentionality |
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Term
Smarties Test (3-4/5 pass yrs)—> whats in the container? what will your friend think is in the container?
3-Mountain Task —> Egocentrism. (Inadequate Prospective Task)
False-belief tasks — participant has to predict behavior of someone who does not know what they know .
Participant sees a person place an object while other is gone… where is it after? |
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Definition
Normally developing children - correct performance around age 4.
Autism associated with poor performance.
Some evidence that people with Autism pay less attention to faces. |
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Term
| Evidence for a language critical period (mainly from text) |
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Definition
Lenneberg (1967) claimed that to speak and comprehend normally, children must acquire all language basics by adolescence, when physiological changes in the brain make language learning more difficult.
Hypothesis also stated that children will find it difficult to learn a second language if they begin during or after adolesence
Elissa Newport summarized her findings on learning a second language by saying “in language… the child and not the adult appears to be especially privileged as a learner.”
Study found that brainwave patterns suggested that the age of second-language acquisition made a special difference for syntactic tasks; if English had been acquired after age 4, electrical activity in the left hemisphere showed a different pattern than if English had been acquired earlier in childhood.
Neuropsychological studies suggest that language functions begin to become lateralized shortly after the first year and look adultlike by |
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Term
Constraints/biases on word learning
Mutual Exclusivity bias |
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Definition
: tendency for children to assume that unfamiliar words label new objects
Researches found that children tend to treat new words as labels for new objects rather than as synonyms for words they already know
The mutual exclusivity bias emerges at about age three and is evident even in deaf children who use American sign Language.
Children shown two objects (one familiar one not familiar) in this case a banana and tongs, when asked to “show me the x” where x was a nonsense syllable, they tended to select the unfamiliar object. |
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Term
Constraints/biases on word learning
Shape bias |
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Definition
Child’s assumption that a new word labels an entire object, specifically its shape. Young children learning that a new object is called a “zup”, for example, apply that word to other objects similar in shape, but not in color, rigidity, or other characteristics
A study performed by Ellen Markman had four and 5 year olds look at a picture as the experimenter labeled it with a nonsense syllable. For example, a cow was called a “dax.” Then two other pictures were presented, in this case a pig and milk. When asked “can you find another dax?” most children pointed to the pig not the milk. In contrast, when children heard no label for the cow and were simply instructed to “find another one” they tended to associate the cow with milk. |
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Term
| Quine’s ‘gavagai’ problem |
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Definition
Labeling is ambiguous
Point and call something “gavagai” and it has near infinite possibilites
if pointing at a bunny; “gavagai” could mean rabbit, jack rabbit, mammal, animal…etc. |
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Term
| Syntactic/semantic bootstrapping (from book) |
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Definition
idea that children derive information about syntax from the meaning of words
ex: when children learn that a certain animal is called a dog, they also notice that it is a thing (noun) and, later in development, that it is an agent (subject) or a recipient (object) of action |
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Term
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Definition
inappropriate application of syntactic rules to words and grammatical forms that show exceptions
Ex: from time to time young children use words such as “goed” or “runned” to express past tense even if they previously used the correct forms, “went” and “ran” |
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Term
| Developmental pattern of infant phoneme perception (methods and findings) |
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Definition
~6-8 weeks of age infants begin producing drawn out vowel sounds
Newborns discriminate among phonemes
Babbling
6-10 months= repeating strings of sounds, comprising a consonant followed by a vowel (ex: “ba”)
congenitally deaf babies’ vocal babbling occurs late and is very limited, unless they are exposed to sign language
Examples of (components of language) morphemes, phonemes, syntax, semantics
Grammar (the rules pertaining to the structure of language) has two components, syntax and morphology. |
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Term
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Definition
rules for combining the smallest unit of meaning in a language
Ex: “dog”, “dogs””dog” and “s” are morphemes
For example, the word “girl” has one morpheme. Adding –s to form “girls” makes the number of morphemes two and changes the meaning from singular to plural |
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Term
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Definition
The elementary units of sound that distinguish meaning
English uses just 45 of 200 sounds found in all languages
Minor sound differences have big consequences
Cross-cultural variation in which sounds are important
Ex: in the words “pat” and “bat” the phonemes /p/ and /b/ make a big difference in the meaning of the word |
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Term
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Definition
Grammatical rules that dictate how words can be combined
The order in which words are spoken conveys meaning
“eat kitty” and “kitty eat” do not mean the same thing
a words position in a sentence can signify whether the word is an agent or the object of an action |
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Term
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Definition
: word comprehension: meaning of words or combination of words
Ex: cookie is an arbitrary grouping of sounds, but speakers of English use it to refer to a specific class of objects. The child thus attaches words to conceptual groups, learning when it is appropriate to use them and when it is not (for example, cookie does not refer to all objects or edible goods found in the bakery). The child also learns that some words describe actions (eat), whereas others describe relationships (under or over) or modify objects (chocolate chip cookie).
Once infants can recognize recurrent units from the speech they hear, they must address the problem of reference, the association of words and meaning |
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Term
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Definition
Rules for using language effectively within social context
For example, using more formal and polite forms of context when talking to an authoritative figure. |
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Term
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Definition
Intelligence: information processing capacity
Adaptability to a new environment or changes
Capacity for knowledge and the ability to acquire it
Capacity for reason and abstract thought
Capacity for original and productive thought
Ability to comprehend, evaluate, and judge
Intelligence quotient (IQ): numerical score received on an intelligence test
IQ scores are normally distributed
Mean= 100, standard deviation= 15.
Individuals who score beyond 2 SDs are considered exceptional |
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Term
| Different Types of Intelligence |
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Definition
--Fluid intelligence: what you can process
Biologically based mental abilities that are relatively uninfluenced by cultural experience
Ex. working memory, speed of processing
--Crystallized intelligence: what you know
Mental skills derived from cultural experience
Ex. Facts, skills |
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Term
| Different Factors Influencing IQ |
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Definition
Speed of processing and reaction times
When a light turns on, press a button as fast as you can. This is culture-barrier free and related to test scores.
Working memory
Training working memory associated with increased scores on tests- perhaps because the IQ tests measure working memory. Ex N-back test from assignment 5 video
Higher IQ is normally associated with:
Higher SES, higher salaries, attractiveness, height, brain volume, openness, atheism, sperm count, and humor |
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Term
| Physiological measurements Correlating to IQ |
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Definition
Brain size
At birth, head circumference predicts childhood and adult IQ
As an adult, brain volume explains about 10% of the variance in IQ
Females have slightly higher neuronal packaging in auditory and language areas
Males have higher neuronal packaging in visual and spatial areas
Neuron numbers are best predictor of intelligence
EEG waves: reliably predicts cognitive ability and behavior
Why measure physiology?
So we can measure effects on environmental factors on brain development
Maternal care and enrichment may enlarge brain size
Using your brain during development make is grow larger; stimulation may enhance neuronal growth
Biological clocks effect a measure of general mental ability of children- younger parents have smarter children
Family size and birth order: for biological and social reasons |
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Term
| What kinds of outcomes do IQ scores predict? |
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Definition
People with higher IQs tend to have higher salaries
High IQs have higher SES |
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Term
| What are the complexities involved in trying to assess the contributions of heredity to group differences in IQ? |
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Definition
IQ is 50% genes, 50% environments
Varies by SES: low- environment explains more, high- genes explain more
Cross fostering studies: if cross fostered offspring show a behavioral trait similar to their biological parents and dissimilar from their foster parents, a behavior can be shown to have a genetic basis |
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Term
| What are some major tests that have been used to assess intelligence in infants and children? Other cultures? |
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Definition
Culture Fair testing
Re-designed by people within a culture to enhance fairness
Some remove language and formal math components
Measuring something related to mental ability correctly
Faster reaction times related to higher scores: popularity relates to higher scores in hunter gatherers
In many illiterate areas, average IQ’s using these methods are higher than in the US and western Europe.
Bayley Scales of Infant and Toddler Development
Wechsler Intelligence Scale for Children 4th Edition (WISC-IV) |
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Term
| What experiences early in development are correlated with higher IQ? |
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Definition
Language and SES
SES more strongly related to language than IQ-it’s more manipulated by good environments
Language is better when mother is only allowed to touch and pay attention to infant when it’s not babbling
Babies of mothers who speak about what the infant is looking at have better language than mothers who don’t
SES may have lower because their houses are chaotic and disorganized
Nutrition
INCAP fed pregnant women, infants, and children in rural villages in Guatemala
Atole: protein rich gruel with vitamins
Fresco: Kool-aid like drink with no protein and some vitamins
When measured 10-20 years after supplementation, atole men and women were smarter, had better reading comprehension, and other improvements
Age of supplementation matters: good food only helped kids who were supplemented before 2 years old to benefit.. critical period!
You are what your mother ate:
Prolonged malnutrition (>4 weeks) results in permanent loss of brain growth at 12 months
Malnourished have lower IQs
50% brain weight reduction in rats fed no fat diet
Brain made of fat and cholesterol: butter predicts higher IQs
Eating fish fats during pregnancy raises child’s IQ and other functions (babies in fishing communities have larger heads/brains)
Vitamins also helped increase IQ
Birth time
Premature: lower IQ, reduced brain function, increased psychiatric orders, higher ADHD, poor visual-spatial and working memory
Home life
Parent’s responsiveness to child, availability of play materials, parental involvement
Access to medical care, day care, and nutritional supplements |
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Term
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Definition
Processing is more efficient and faster
Dark and Benbow: found that the difference between gifted and average was simply one of degree, rather than being qualitative
Gifted have outperformed on metacognitive knowledge
Gifted children are taller, healthier, and social leaders |
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Term
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Definition
Teachers can have an influence on a student’s academic performance- just with expectation
Teachers were told that certain students were ‘rapid bloomers’, but the teachers didn’t know that they were randomly chosen. By the end, those students showed larger gains in intelligence scores than ‘non-identified peers’ |
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Term
| Information Processing Approach |
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Definition
information processing theories emphasize the flow of information through the cognitive system
multi store models include such structures as the sensory register, working memory (short term), and long term memory, as well as control processes such as rehearsal
limited resource models describe tradeoffs between energy used to operate on stimuli and the capacity left over for storage |
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Term
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Definition
• ‘Continuity’ over development • ‘Quantative’ Change
• evolutionarily ancient
• ‘Domain-Specific’ learning
seeds of knowledge that get learning started
Piaget LIQUID CONSERVATION |
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Term
|
Definition
Habituation is a type of LEARNING
“Dishabituation”= recovery of interest in response to something new
• less robust if brain-damaged, low-birth weight, younger • Correlated with greater IQ in childhood & Adolescence |
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Term
| !Instrumental Conditioning |
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Definition
aka., “operant” conditioning
• learning the relation between one’s own behavior and the consequences that result
• usually involves positive reinforcement
• observed by at least 2 months
• sensitivity to timing of contingency |
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Term
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Definition
Infants predisposed to “mimic” without reward
• direct imitation
• deferred imitation (weeks later!
• Freudian Theory
(repression/’retrieval theory’)
• encoding theory: infants
lack information
processing capacity
(mylenization of neural tissue, dev. of hippocampus, maturation of the cortex)
• encoding specificity: encoding format incompatible w/ retrieval
(e.g., language, state-dependent memory )
• episodic vs semantic/ procedural memory
we remember very little
from before 3-4 years
(e.g., memory for 15 years ago now vs when you’re 30) |
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Term
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Definition
an important developmental change occurs in the ability to keep ones attention on some stimulus or activity
this change is due in part to to maturation of the central nervous system as well as the growing complexity of the child’s interests |
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Term
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Definition
| with development, children gain in the ability to control their attention in a systematic and efficient manner |
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Term
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Definition
As children grow older, they are better able to select certain aspects of the environment to attend to
Physiological maturation and the child’s increasing control over cognitive processing are responsible for these changes
ADHD is a developmental disorder linked to problems of attention |
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Term
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Definition
researchers distinguish between episodic memory (memories for events that took place at a specific time and place) and semantic memory (memory for general concepts and facts)
also distinguish between recognition memory (knowing that a stimulus has already been encountered) and recall memory (the ability to reproduce previously encountered stimuli |
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Term
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Definition
Habituation and operant conditioning studies show that young infants have very good recognition memory
Stimulation seen for only brief periods can be remembered for days or weeks
Early memories are easily disrupted by changes in context, but they can be enhanced by reminders that occur shortly after the original event
Even newborns display the capcity for recognition memory
Older children show impressive levels of recognition performance
Developmental changes in recognition include an increase in the number of items that can be remembered, as well as an increase in the speed of remembering |
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Term
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Definition
from preschool to preadolescence, children show an increase in memory span, the number of items that can be recalled after a brief period of time
changes in processing speed, the rapidity with which cognitive activities can be carried out, contribute to this increase
Elicited imitation studies in which preverbal children must reconstruct a unique past event from an array of stimuli show that long term recall is possible in this age group
Children participating in free recall tasks typically show primacy, and recency effects
As children progress through the school years they show an increase in the deliberate production of memory strategies for both encoding and retrieval
Rehearsal- repeating items
Organization- reordering items on the basis of higher order relationships
Elaboration- linking items in an image or sentence
Younger childrens failure to generate these strategies is called production deficiency
At early stages of strategy use, children may show utilization deficiencies, the failure of strategy to enhance recall |
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Term
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Definition
children understand that a person can be mistaken about something they themselves understand.
recognize that others can have beliefs about the world that are diverging, considered a milestone in theory of mind development
For example, children watch as an item is moved after another viewer has left the room and are then asked where this viewer would look for the object.
Correct responses to tasks like these show that children are able to reason about the contents of another person's mind.
By the age of 4 or 5, most children provide the right answer on such tasks.
The majority of much older children with autism spectrum disorders (ASD), however, fail these tasks, providing strong evidence for impairments in their theory of mind abilities. |
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Term
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Definition
the ability to understand what others think and believe
specific cognitive ability to understand others as intentional agents, that is, to interpret their minds in terms of theoretical concepts of intentional states such as beliefs and desires |
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