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Children's Understanding of Ordinary and Extraordinary Minds
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Lane, Jonathan D.; Wellman, Henry M.; Evans, E. Margaret – Child Development, 2010
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…
Descriptors: Cognitive Development, Preschool Children, Cognitive Processes, Tests
Sequential Progressions in a Theory-of-Mind Scale: Longitudinal Perspectives
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Wellman, Henry M.; Fang, Fuxi; Peterson, Candida C. – Child Development, 2011
Consecutive retestings of 92 U.S. preschoolers (n = 30), Chinese preschoolers (n = 31), and deaf children (n = 31) examined whether the sequences of development apparent in cross-sectional results with a theory-of-mind scale also appeared in longitudinal assessment. Longitudinal data confirmed that theory-of-mind progressions apparent in…
Descriptors: Theory of Mind, Deafness, Age Differences, Measures (Individuals)
Mothers' "and" Fathers' Use of Internal State Talk with Their Young Children
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LaBounty, Jennifer; Wellman, Henry M.; Olson, Sheryl; Lagattuta, Kristin; Liu, David – Social Development, 2008
The present study extends previous results demonstrating a relation between maternal discourse and child social understanding to include paternal discourse. Emotion understanding (EU) and theory of mind (ToM) were considered as two distinctive aspects of social understanding. Participants were 106 children (54 boys and 52 girls) studied at 3.5 and…
Descriptors: Mothers, Social Cognition, Fathers, Social Development