How Does It Look? Level 2 Perspective-Taking at 36 Months of Age

Henrike Moll · Andrew N. Meltzoff

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Child and Animal Learning Development Social Robot Interaction and HRI Spatial Cognition and Navigation

Abstract

Previous research has found that children engage in Level 2 visual perspective-taking, that is, the understanding that others may see things in a different way, between 4 and 5 years of age (e.g., J. H. Flavell, B. A. Everett, K. Croft, & E. R. Flavell, 1981). This ability was reexamined in 36-month-olds using color filters. In Experiment 1 (N = 24), children had to recognize how an object looked to an adult when she saw it through a color filter. In Experiment 2 (N = 24), a novel production test was applied. Results of both studies show that 36-month-olds know how an object looks to another person. The discussion focuses on the psychological requirements of visual perspective-taking and its relation to other "theory of mind" abilities, such as the distinction between appearance and reality and understanding false belief.

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References

2001Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief 1992The Rediscovery of the Mind 2005Do 15-Month-Old Infants Understand False Beliefs?1988Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction 1988Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction 1995Children Talk About The Mind 1995Children talk about the mind 1981Young children's knowledge about visual perception: Further evidence for the Level 1-Level 2 distinction.

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2014Picturing perspectives: development of perspective-taking abilities in 4- to 8-year-olds 2011Perspective-Taking and its Foundation in Joint Attention 2018Do infants and nonhuman animals attribute mental states?2015Two Systems for Mindreading?2015Clarifying the role of theory of mind areas during visual perspective taking: Issues of spontaneity and domain-specificity

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