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Developmental Psychology > Lecture 2 > Flashcards

Lecture 2 Flashcards

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1
Q

what is theory of mind

A

the insight that other people hold mental states that govern behaviour

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2
Q

what does theory of mind allow us to do

A

make sense of the social world, and to predict / explain people’s actions

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3
Q

do children know that other people may have desires that differ from theirs?

A

yes, from the age of 18 months, but not 14 months

repacholi & gopnik

this shows that they understand that desire is a subjective mental state that differs from person to person

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4
Q

how can we tell whether a child has theory of mind

A

by using a false belief task

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5
Q

why is a false belief task more important than a true belief task

A

it tests whether a child can represent what another person believes

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6
Q

how many false-belief tasks are there

A

unexpected transfer test
deceptive box test
sally-ann test

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7
Q

what is the unexpected transfer (maxi test) method

A

maxi puts choculate in cupboard, chocolate is then moved by mum. maxi comes back and looks for his chocolate. 3 questions are asked

where will maxi look

where did maxi put the chocolate

where did mum put the chocolate

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8
Q

what did the maxi test method find?

A

5 and older say the cupboard

under 5 say fridge

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9
Q

what is the sally-ann task

A

the same as the maxi test performed by

baron-cohen et al

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10
Q

what is the deceptive box test

A

perner et al created method:

what is inside this tube (child guesses)

what is in it (child looks)

what will your friend think is in it (child predicts)

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11
Q

what did the deceptive box test find

A

3-4 year olds found it difficult acknowledging false-belief in others and their own prior false belief before opening the box

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12
Q

what did wellman, cross & watson find regarding development

A

younger than 3.5 below chance of passing false belief test, older than 4 above chance

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13
Q

what did wellman, cross & watson find regarding task variables

A

no difference when changing type of task, nature of protagonist, type of object

deceptive motive, active participation and salience of mental state improved performance

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14
Q

what did wellman, cross & watson conclude

A

manipulating variables improves performance across all ages

no variable manipulation improved performance of 3 year olds

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15
Q

what did callaghan et al find

A

children living in industrial societies and rural societies have similar development between 3-5

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16
Q

what two factors contribute to ToM development

A

social experience - interaction with other people

biological maturation - arising from improvement in executive functioning

17
Q

what did harris find regarding the role of experience in ToM development

A

conversations are crucial for exposing children to other perspectives

they provide children with the vocab needed to discuss and reflect on mental states

18
Q

what did perner et al find regarding the role of experience in ToM development

A

children with siblings show earlier signs of ToM

19
Q

what did dunn et al find regarding the role of experience in ToM development

A

children whose parents talk about mental states more understood false belief earlier than others

20
Q

what did peterson & siegel find regarding the role of experience in ToM development

A

deaf children of hearing parents show developmental lag on false belief tasks

deaf children of signing parents comparable with normal children

21
Q

what are the 5 points on wellman & liu’s ToM scale

A

diverse desires: people have different desires for same thing

diverse beliefs: people have diff beliefs for same situation

knowledge access: something can be true & someone might not know that

false belief: something can be true but someone might falsely believe something different

hidden emotion: someone can feel one way but show something else

22
Q

what did wellmen et al find regarding cultural differences with the ToM scale

A

western children learned:

DD>DB>KA>FB>HE

iran & china children learned:

DD>KA>DB>FB>HE

23
Q

what is executive function

A

domain-general cognitive abilities that help us to control and guide our attention / behaviour

inhibition, cognitive flexibility, working memory

24
Q

what is the role of executive functioning in ToM development

A

children’s failures may also be a result of problems translating conceptual knowledge to successful action

25
Q

what is inhibition in relation to executive functioning

A

ignoring distracting information / suppressing unwanted responses

ignoring phone when working

26
Q

what is cognitive flexibility in relation to executive functioning

A

responding to the same thing in different ways depending on the context

multiple passwords, pressing up or down in a lift

27
Q

what is working memory in relation to executive functioning

A

holding important info or your “goal” in mind, and manipulating info in your head

mental arithmetic / shopping list

28
Q

what is the biological constraint on executive functioning?

A

the frontal lobes are v important for it and they take a long time to develop

29
Q

what did diamond & taylor find in relation to inhibitory control development

A

important developments take place in the first 6 years of life, with marked improvement between 3 and 6

30
Q

what is the role of executive function in false belief tasks

A

there is a strong positive correlation between inhibitory control and false belief performance

31
Q

what are the two levels of knowledge

A

explicit - info easily accessible to child, measured via verbal answer

implicit - info child unaware of, measured via spontaneous reponse

32
Q

what did moll et al find in relation to implicit understanding of false beliefs

A

3 year olds express knowledge of another’s belief through finding greater expressed tension in the false belief condition compared to the true belief condition

33
Q

what did clements & perner find in relation to implicit understanding of false beliefs

A

86% of children over 2y11m showed looking patterns indicative of FB understanding

suggests that children develop unconscious understanding of FB at an earlier age than they develop an explicit understanding

34
Q

what is a looking time study

A

familiarise infant with event

present test behaviour either consistent / inconsistent with prior event

if infant looks longer at inconsistent event, evidence that they are surprised

35
Q

what did onishi & baillargeon’s looking time study find

A

significantly longer looking time when expectation is violated with 15m/o

suggests 15m/o have FB understanding

36
Q

what is apperly & butterfill’s dual process model

A

people have 2 systems that can compute beliefs of others

1st is fast & efficient but error prone

2nd is slow & cognitively demanding but reliable

Developmental Psychology (18 decks)

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