Labelling Improves False Belief Understanding. A Training Study

Elisabet Serrat · Carles Rostán · Eduard Vallès-Majoral · Moisès Esteban‐Guitart · Francesc Sidera · Jèssica Serrano

31 citations0/0 files storedThe Spanish Journal of Psychology

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Child and Animal Learning Development Language Development and Disorders Social Robot Interaction and HRI

Abstract

A total of 104 children aged between 41 and 47 months were selected to study the relationship between language and false belief understanding. Participants were assigned to four different training conditions: discourse, labelling, control (all with deceptive objects), and sentential complements (involving non-deceptive objects). Post-test results showed an improvement in children's false belief understanding in the discourse and the labelling conditions, but not in the sentential complements with non-deceptive objects or the control group. Furthermore, the most remarkable improvement in false belief understanding occurred in the labelling group. These results suggest that some types of linguistic experience promote the development of false belief understanding, provided that differing perspectives are confronted.

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References

1983Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception 2000The Cultural Origins of Human Cognition 1989Developing theories of mind 1988Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction 2007Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding 1995The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism 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

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