NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1443888
Record Type: Journal
Publication Date: 2024-Sep
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1522-7227
EISSN: EISSN-1522-7219
Beyond the False Belief Task: How Children Develop Their Knowledge about the Mind
Marta Bialecka; Arkadiusz Gut; Malgorzata Stepien-Nycz; Krystian Macheta; Jakub Janczura
Infant and Child Development, v33 n5 e2528 2024
Previous research on children's knowledge about the mind has primarily focused on their comprehension of false beliefs, leaving the conceptualization of thoughts and thinking less explored. To address this gap, we developed a new assessment tool, the interview about the mind (IaM), to assess children's understanding of the mind. Two studies involving Polish preschool and early school-aged children were conducted to assess the validity and reliability of the tool: a cross-sectional study with 212 preschoolers aged three to 6 years (106 boys, M = 59 months) followed by a longitudinal study with approximately 200 children (110 boys) assessed at ages 5.5, 6.5, and 7.5 years. We found that the IaM possesses robust psychometric properties and a one-factor structure. Younger children recognize that thoughts are imperceptible to the senses and identified the mind's location as the head. Older children exhibited difficulties with analogical or abstract definitions of thoughts. As expected, a linear developmental trajectory was evident from ages 5.5-7.5, with children's language abilities showing a positive correlation with IaM scores. Future research should explore the relationship between knowledge about the mind and theory of mind (ToM), as well as cross-cultural differences in children's mind conceptualization.
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://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A