View in EDS HTML Full Text PDF Full Text

Probing the depth of infants’ theory of mind: disunity in performance across paradigms.

Saved in:
Bibliographic Details
Title: Probing the depth of infants’ theory of mind: disunity in performance across paradigms.
Authors: Poulin‐dubois, Diane, Yott, Jessica
Source: Developmental Science. Jul2018, Vol. 21 Issue 4, p1-1. 11p.
Subjects: Infant development, Social perception in children, Cognitive ability, Binomial distribution, Statistical correlation
Abstract: Abstract: There is currently a hot debate in the literature regarding whether or not infants have a true theory of mind (ToM) understanding. According to the mentalistic view, infants possess the same false belief understanding that older children have but their competence is masked by task demands. On the other hand, others have proposed that preverbal infants are incapable of mental state attribution and simply respond to superficial features of the events in spontaneous‐responses tasks. In the current study, we aimed to clarify the nature of infants’ performance in tasks designed to assess implicit theory of mind (ToM) by adopting a within‐subject design that involved testing 18‐month‐old infants on two batteries of tasks measuring the same four ToM constructs (intention, desire, true belief, and false belief). One battery included tasks based on the violation‐of‐ expectation (VOE) procedure, whereas the other set of tasks was based on the interactive, helping procedure. Replication of the original findings varied across tasks, due to methodological changes and the use of a within‐subject design. Convergent validity was examined by comparing performance on VOE and interactive tasks that are considered to be measures of the same theory of mind concept. The results revealed no significant relations between performance on the pairs of tasks for any of the four ToM constructs measured. This pattern of results is discussed in terms of current conflicting accounts of infants’ performance on implicit ToM tasks. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=U3vqfe_zdhA&feature=youtu.be [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 130344021
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Probing the depth of infants’ theory of mind: disunity in performance across paradigms.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Poulin‐dubois%2C+Diane%22">Poulin‐dubois, Diane</searchLink><br /><searchLink fieldCode="AR" term="%22Yott%2C+Jessica%22">Yott, Jessica</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. Jul2018, Vol. 21 Issue 4, p1-1. 11p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Infant+development%22">Infant development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+perception+in+children%22">Social perception in children</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Binomial+distribution%22">Binomial distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Abstract: There is currently a hot debate in the literature regarding whether or not infants have a true theory of mind (ToM) understanding. According to the mentalistic view, infants possess the same false belief understanding that older children have but their competence is masked by task demands. On the other hand, others have proposed that preverbal infants are incapable of mental state attribution and simply respond to superficial features of the events in spontaneous‐responses tasks. In the current study, we aimed to clarify the nature of infants’ performance in tasks designed to assess implicit theory of mind (ToM) by adopting a within‐subject design that involved testing 18‐month‐old infants on two batteries of tasks measuring the same four ToM constructs (intention, desire, true belief, and false belief). One battery included tasks based on the violation‐of‐ expectation (VOE) procedure, whereas the other set of tasks was based on the interactive, helping procedure. Replication of the original findings varied across tasks, due to methodological changes and the use of a within‐subject design. Convergent validity was examined by comparing performance on VOE and interactive tasks that are considered to be measures of the same theory of mind concept. The results revealed no significant relations between performance on the pairs of tasks for any of the four ToM constructs measured. This pattern of results is discussed in terms of current conflicting accounts of infants’ performance on implicit ToM tasks. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=U3vqfe_zdhA&feature=youtu.be [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=130344021
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/desc.12600
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 1
    Subjects:
      – SubjectFull: Infant development
        Type: general
      – SubjectFull: Social perception in children
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Binomial distribution
        Type: general
      – SubjectFull: Statistical correlation
        Type: general
    Titles:
      – TitleFull: Probing the depth of infants’ theory of mind: disunity in performance across paradigms.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Poulin‐dubois, Diane
      – PersonEntity:
          Name:
            NameFull: Yott, Jessica
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 1363755X
          Numbering:
            – Type: volume
              Value: 21
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Developmental Science
              Type: main
ResultId 1