View in EDS HTML Full Text PDF Full Text

Accelerating the Development of Second-Order False Belief Reasoning: A Training Study with Different Feedback Methods

Saved in:
Bibliographic Details
Title: Accelerating the Development of Second-Order False Belief Reasoning: A Training Study with Different Feedback Methods
Language: English
Authors: Arslan, Burcu, Verbrugge, Rineke, Taatgen, Niels, Hollebrandse, Bart
Source: Child Development. Jan-Feb 2020 91(1):249-270.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 22
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Thinking Skills, Abstract Reasoning, Beliefs, Training, Feedback (Response), Cognitive Development, Preschool Children
DOI: 10.1111/cdev.13186
ISSN: 0009-3920
Abstract: One-hundred-six 5-year-olds' (M[subscript age] = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) "feedback with explanation"; (b) "feedback without explanation"; (c) "no feedback"; (d) "active control." The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scores were controlled for. The training effect was stable at a follow-up session 4 months after the pretest. Overall, our results suggest that 5-year-olds' failures in second-order false belief tasks are due to lack of experience and that they can be helped over the threshold by exposure to many stories involving second-order false belief reasoning, including why questions.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1238960
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:One-hundred-six 5-year-olds' (M[subscript age] = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) "feedback with explanation"; (b) "feedback without explanation"; (c) "no feedback"; (d) "active control." The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scores were controlled for. The training effect was stable at a follow-up session 4 months after the pretest. Overall, our results suggest that 5-year-olds' failures in second-order false belief tasks are due to lack of experience and that they can be helped over the threshold by exposure to many stories involving second-order false belief reasoning, including why questions.
ISSN:0009-3920
DOI:10.1111/cdev.13186