Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-10T12:16:35.534Z Has data issue: false hasContentIssue false
  • English
  • Français

Getting to know yourself … and others

Published online by Cambridge University Press:  23 April 2009

Candice M. Mills  and
Judith H. Danovitch
Candice M. Mills
Affiliation:
School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, TX 75083-0688candice.mills@utdallas.eduhttp://www.utdallas.edu/research/thinklab
Judith H. Danovitch
Affiliation:
Department of Psychology, Michigan State University, East Lansing, MI 48824-1116. jhd@msu.eduhttp://psychology.msu.edu/people/faculty/danovitch.htm
Get access Rights & Permissions [Opens in a new window]

Abstract

Carruthers rejects developmental evidence based primarily on an argument regarding one skill in particular: understanding false beliefs. We propose that this rejection is premature; and that identifying and examining the development of other subcomponent skills important for metacognition and mindreading, such as the ability to assess levels of knowledge, will in fact be useful in resolving this debate.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 32 , Issue 2 , April 2009 , pp. 154 - 155
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Birch, S. A. J., Vauthier, S. A. & Bloom, P. (2008) Three- and four-year-olds spontaneously use others' past performance to guide their learning. Cognition 107:1018–34.CrossRefGoogle ScholarPubMed
Bloom, P. & German, T. P. (2000) Two reasons to abandon the false belief task as a test of theory of mind. Cognition 77:B25–B31.CrossRefGoogle ScholarPubMed
Carpendale, J. I. M. & Chandler, M. J. (1996) On the distinction between false belief understanding and subscribing to an interpretive theory of mind. Child Development 67:1686–1706.CrossRefGoogle Scholar
Choe, K. S., Keil, F. C. & Bloom, P. (2005) Children's understanding of the Ulysses conflict. Developmental Science 8:387–92.CrossRefGoogle ScholarPubMed
Esbensen, B. M., Taylor, M. & Stoess, C. (1997) Children's behavioral understanding of knowledge acquisition. Cognitive Development 12:53–84.CrossRefGoogle Scholar
Flavell, J. H., Friedrichs, A. G. & Hoyt, J. D. (1970) Developmental changes in memorization processes. Cognitive Psychology 1:324–40.CrossRefGoogle Scholar
Harris, P. L. (2007) Trust. Developmental Science 10:135–38.CrossRefGoogle ScholarPubMed
Jaswal, V. K. & Neely, L. A. (2006) Adults don't always know best: Preschoolers use past reliability over age when learning new words. Psychological Science 17:757–58.CrossRefGoogle ScholarPubMed
Koenig, M. & Harris, P. L. (2005) Preschoolers mistrust ignorant and inaccurate speakers. Child Development 76(6):1261–77.CrossRefGoogle ScholarPubMed
Lutz, D. & Keil, F. (2002) Early understanding of the division of cognitive labor. Child Development 73:1073–84.CrossRefGoogle ScholarPubMed
Meltzoff, A. (1995) Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology 31:838–50.CrossRefGoogle ScholarPubMed
Mills, C. M. & Keil, F. C. (2004) Knowing the limits of one's understanding: The development of an awareness of an illusion of explanatory depth. Journal of Experimental Child Psychology 87:1–32.CrossRefGoogle ScholarPubMed
Sabbagh, M. A. & Baldwin, D. A. (2001) Learning words from knowledgeable versus ignorant speakers: Links between preschoolers' theory of mind and semantic development. Child Development 72:1054–70.CrossRefGoogle ScholarPubMed
Taylor, M., Esbensen, B. & Bennett, R. (1994) Children's understanding of knowledge acquisition: The tendency for children to report they have always known what they have just learned. Child Development 65:1581–604.CrossRefGoogle ScholarPubMed
VanderBorght, M. & Jaswal, V. K. (in press) Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development.Google Scholar
Wellman, H., Cross, D. & Watson, J. (2001) Meta-analysis of theory-of-mind development: The truth about false belief. Child Development 72:655–84.CrossRefGoogle ScholarPubMed