The role of inhibitory control in false belief understanding

2007 ◽  
Vol 16 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Emma Flynn
Keyword(s):  
Inhibitory Control ◽  
False Belief ◽  
False Belief Understanding

Do bilingual and monolingual preschoolers acquire false belief understanding similarly? The role of executive functioning and language

2018 ◽  
Vol 38 (4) ◽  
pp. 382-398 ◽  
Author(s):  
Vanessa Diaz ◽  
M. Jeffrey Farrar
Keyword(s):  
Executive Functioning ◽  
Inhibitory Control ◽  
Language Proficiency ◽  
Short Term Memory ◽  
Language Ability ◽  
False Belief ◽  
Bilingual Children ◽  
Short Term ◽  
False Belief Understanding

Bilingual children often show advanced executive functioning (EF) and false belief (FB) understanding compared to monolinguals. The latter has been attributed to their enhanced inhibitory control EF, although this has only been examined in a single study which did not confirm this hypothesis. The current study examined the relation of EF and language proficiency on FB reasoning in bilingual and monolingual preschoolers to answer two questions: (1) Are there differences in bilinguals’ and monolinguals’ FB, language proficiency, and EF? If so, (2) is there a differential role for language proficiency and EF in predicting FB reasoning in these two groups? Thirty-two Spanish–English bilinguals and 33 English monolinguals (three to five years old) were compared. While monolinguals outperformed bilinguals on language proficiency, after controlling for this, bilinguals outperformed monolinguals on FB reasoning, and marginally on EF. General language ability was related to FB performance in both groups, while short-term memory and inhibitory control predicted FB only for monolinguals.

The Role of Strategic Planning in Accessing False-Belief Understanding

1996 ◽  
Vol 67 (6) ◽  
pp. 2948 ◽  
Author(s):  
Suzanne Hala ◽  
Michael Chandler
Keyword(s):  
Strategic Planning ◽  
False Belief ◽  
False Belief Understanding

Let’s do it together! The role of interaction in false belief understanding

2019 ◽  
Vol 177 ◽  
pp. 141-151 ◽  
Author(s):  
Marta Białecka-Pikul ◽  
Magdalena Kosno ◽  
Arkadiusz Białek ◽  
Marta Szpak
Keyword(s):  
False Belief ◽  
False Belief Understanding

scholarly journals False belief understanding and “cool” inhibitory control in 3-and 4-years-old Italian children

2015 ◽  
Vol 6 ◽  
Author(s):  
Francesca Bellagamba ◽  
Elsa Addessi ◽  
Valentina Focaroli ◽  
Giulia Pecora ◽  
Valentina Maggiorelli ◽  
...  
Keyword(s):  
Inhibitory Control ◽  
False Belief ◽  
False Belief Understanding ◽  
Italian Children

scholarly journals A Longitudinal Study of the Relations Between Theory of Mind, Executive Function, and Lying in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Changzhi Zhao ◽  
Siyuan Shang ◽  
Alison M. Compton ◽  
Genyue Fu ◽  
Liyang Sai
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Longitudinal Study ◽  
Theory Of Mind ◽  
Inhibitory Control ◽  
Emotion Understanding ◽  
False Belief ◽  
Chinese Children ◽  
False Belief Understanding ◽  
Knowledge Access

This study used longitudinal cross-lagged modeling to examine the contribution of theory of mind (ToM), executive function (EF) to children’s lying development and of children’s lying to ToM and EF development. Ninety-seven Chinese children (initial Mage = 46 months, 47 boys) were tested three times approximately 4 months apart. Results showed that the diverse desire understanding and knowledge access understanding components of ToM, as well as the inhibitory control component of EF predicted the development of children’s lying, while the diverse belief understanding and false belief understanding components of ToM, and the working memory component of EF did not predict development of children’s lying. Meanwhile, children’s lying predicted development of children’s belief-emotion understanding components of ToM, but not any other ToM components, or EF components. These findings provide longitudinal evidence for the relation between ToM, EF, and children’s lying during the preschool years.

scholarly journals Can we boost preschoolers’ inhibitory performance just by changing the way they respond?

2020 ◽  
Author(s):  
Daniel J. Carroll ◽  
Emma Blakey ◽  
Andrew Simpson
Keyword(s):  
Inhibitory Control ◽  
Correct Response ◽  
False Belief ◽  
Counterfactual Reasoning ◽  
Strategic Reasoning ◽  
False Belief Understanding ◽  
The Way

Changing the way children make their response appears to sometimes, but not always, boost their inhibitory control – though interpreting existing findings is hampered by inconsistent methods and results. This study investigated the effects of delaying, and changing, the means of responding. Ninety-six preschoolers (mean age 46 months) completed tasks assessing inhibitory control, counterfactual reasoning, strategic reasoning, and false belief understanding. Children responded either immediately or after a delay, and either by pointing with their finger, or with a hand-held arrow. Delaying boosted performance on all tasks except false belief understanding; arrow-pointing only improved strategic reasoning. It is suggested that delay helps children work out the correct response; it is unlikely to help on tasks where this requirement is absent.

scholarly journals The Situational Mental File Account of the False Belief Tasks: A New Solution of the Paradox of False Belief Understanding

2020 ◽  
Vol 11 (4) ◽  
pp. 717-744 ◽  
Author(s):  
Albert Newen ◽  
Julia Wolf
Keyword(s):  
False Belief ◽  
Cognitive Factors ◽  
False Belief Task ◽  
Mental File ◽  
Mental Files ◽  
False Belief Understanding ◽  
Helping Behaviour ◽  
Three Stages ◽  
The Common

AbstractHow can we solve the paradox of false-belief understanding: if infants pass the implicit false belief task (FBT) by nonverbal behavioural responses why do they nonetheless typically fail the explicit FBT till they are 4 years old? Starting with the divide between situational and cognitive accounts of the development of false-belief understanding, we argue that we need to consider both situational and internal cognitive factors together and describe their interaction to adequately explain the development of children’s Theory of Mind (ToM) ability. We then argue that a further challenge is raised for existing accounts by helping behaviour versions of the FBT. We argue that the common two-stage accounts are inadequate: we need to allow for three central stages in a continuous development. Furthermore, drawing on Perner et al.’s (Cognition 145: 77–88, 2015) and Perner and Leahy’s (Review of Philosophy and Psychology 7 (2): 491–508, 2016) recent mental files account, we provide a new account of the development of these three stages of ToM ability by describing the changes of the structure and organisation of mental files including the systematic triggering role of types of situations. Thereby we aim to establish a situational mental file (SMF) account as a new and adequate solution to the paradox of false-belief understanding.

scholarly journals The Role of Age and Oral Lexical Competence in False Belief Understanding by Children and Adolescents With Hearing Loss

2007 ◽  
Vol 107 (2) ◽  
pp. 123-139 ◽  
Author(s):  
Antonia González ◽  
Inmaculada Quintana ◽  
Carmen Barajas ◽  
María José Linero
Keyword(s):  
Hearing Loss ◽  
Children And Adolescents ◽  
False Belief ◽  
False Belief Understanding ◽  
Lexical Competence

scholarly journals Developing Theory of Mind Twenty-Five Years After the Publication of “Z Badań Nad Kompetencją Komunikacyjną Dziecka” (Edited by B. Bokus and M.Haman)

2019 ◽  
Vol 23 (1) ◽  
pp. 105-136 ◽  
Author(s):  
Maciej Haman
Keyword(s):  
System Theory ◽  
Theory Of Mind ◽  
False Belief ◽  
Current Paper ◽  
Research Progress ◽  
False Belief Understanding ◽  
The Arts

Abstract Twenty-five years ago, a book “Z badań nad kompetencją komunikacyjną dziecka”, edited by Barbara Bokus and Maciej Haman, was issued containing, among else, the first Polish review of the studies on the development of Theory of Mind. During these 25 years, the area developed extensively and a new “state-of-the-arts” paper is necessary. The current paper does not pretend to the role of a complete review, instead it focusses on two live issues in the Theory of Mind (ToM) research progress: early (before the age of four years) competences in false-belief understanding, which leads to the question of continuity versus discontinuity (e.g., “Two-system theory”) between early and later ToM abilities, and neuroimaging studies of Theory-of-Mind, which may also contribute to the continuity debate.

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