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Guessing versus choosing - and seeing versus believing - in false belief tasks

Research output: Contribution to journalArticlepeer-review

DOI

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Guessing versus choosing - and seeing versus believing - in false belief tasks. / Lohmann, H; Carpenter, M; Call, J.

In: British Journal of Developmental Psychology, Vol. 23, 09.2005, p. 451-469.

Research output: Contribution to journalArticlepeer-review

Harvard

Lohmann, H, Carpenter, M & Call, J 2005, 'Guessing versus choosing - and seeing versus believing - in false belief tasks', British Journal of Developmental Psychology, vol. 23, pp. 451-469. https://doi.org/10.1348/026151005X26877

APA

Lohmann, H., Carpenter, M., & Call, J. (2005). Guessing versus choosing - and seeing versus believing - in false belief tasks. British Journal of Developmental Psychology, 23, 451-469. https://doi.org/10.1348/026151005X26877

Vancouver

Lohmann H, Carpenter M, Call J. Guessing versus choosing - and seeing versus believing - in false belief tasks. British Journal of Developmental Psychology. 2005 Sep;23:451-469. https://doi.org/10.1348/026151005X26877

Author

Lohmann, H ; Carpenter, M ; Call, J. / Guessing versus choosing - and seeing versus believing - in false belief tasks. In: British Journal of Developmental Psychology. 2005 ; Vol. 23. pp. 451-469.

Bibtex - Download

@article{776939dacea2449bb112dee1f68d0270,
title = "Guessing versus choosing - and seeing versus believing - in false belief tasks",
abstract = "Three- and 4-year-old children were tested using videos of puppets in various versions of a theory of mind change-of-location situation, in order to answer several questions about what children are doing when they pass false belief tests. To investigate whether children were guessing or confidently choosing their answer to the test question, a condition in which children were forced to guess was also included, and measures of uncertainty were compared across conditions. To investigate whether children were using simpler strategies than an understanding of false belief to pass the test, we teased apart the seeing-knowing confound in the traditional change-of-location task. We also investigated relations between children's performance on true and false belief tests. Results indicated that children appeared to be deliberately choosing, not guessing, in the false belief tasks. Children performed just as well whether the protagonist gained information about the object visually or verbally, indicating that children were not using a simple rule based on seeing to predict the protagonist's behaviour. A true belief condition was significantly easier for children than a false belief condition as long as it was of low processing demands. Children's success rate on the different versions of the 4 standard false belief task was influenced by factors such as processing demands of the stories and the child's verbal abilities.",
keywords = "YOUNG CHILDRENS ABILITY, OF-MIND DEVELOPMENT, KNOWLEDGE, PERFORMANCE, DECEPTION, IDENTIFY, LANGUAGE, LOOKING, ACCESS",
author = "H Lohmann and M Carpenter and J Call",
year = "2005",
month = sep,
doi = "10.1348/026151005X26877",
language = "English",
volume = "23",
pages = "451--469",
journal = "British Journal of Developmental Psychology",
issn = "0261-510X",
publisher = "Wiley-Blackwell",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Guessing versus choosing - and seeing versus believing - in false belief tasks

AU - Lohmann, H

AU - Carpenter, M

AU - Call, J

PY - 2005/9

Y1 - 2005/9

N2 - Three- and 4-year-old children were tested using videos of puppets in various versions of a theory of mind change-of-location situation, in order to answer several questions about what children are doing when they pass false belief tests. To investigate whether children were guessing or confidently choosing their answer to the test question, a condition in which children were forced to guess was also included, and measures of uncertainty were compared across conditions. To investigate whether children were using simpler strategies than an understanding of false belief to pass the test, we teased apart the seeing-knowing confound in the traditional change-of-location task. We also investigated relations between children's performance on true and false belief tests. Results indicated that children appeared to be deliberately choosing, not guessing, in the false belief tasks. Children performed just as well whether the protagonist gained information about the object visually or verbally, indicating that children were not using a simple rule based on seeing to predict the protagonist's behaviour. A true belief condition was significantly easier for children than a false belief condition as long as it was of low processing demands. Children's success rate on the different versions of the 4 standard false belief task was influenced by factors such as processing demands of the stories and the child's verbal abilities.

AB - Three- and 4-year-old children were tested using videos of puppets in various versions of a theory of mind change-of-location situation, in order to answer several questions about what children are doing when they pass false belief tests. To investigate whether children were guessing or confidently choosing their answer to the test question, a condition in which children were forced to guess was also included, and measures of uncertainty were compared across conditions. To investigate whether children were using simpler strategies than an understanding of false belief to pass the test, we teased apart the seeing-knowing confound in the traditional change-of-location task. We also investigated relations between children's performance on true and false belief tests. Results indicated that children appeared to be deliberately choosing, not guessing, in the false belief tasks. Children performed just as well whether the protagonist gained information about the object visually or verbally, indicating that children were not using a simple rule based on seeing to predict the protagonist's behaviour. A true belief condition was significantly easier for children than a false belief condition as long as it was of low processing demands. Children's success rate on the different versions of the 4 standard false belief task was influenced by factors such as processing demands of the stories and the child's verbal abilities.

KW - YOUNG CHILDRENS ABILITY

KW - OF-MIND DEVELOPMENT

KW - KNOWLEDGE

KW - PERFORMANCE

KW - DECEPTION

KW - IDENTIFY

KW - LANGUAGE

KW - LOOKING

KW - ACCESS

U2 - 10.1348/026151005X26877

DO - 10.1348/026151005X26877

M3 - Article

VL - 23

SP - 451

EP - 469

JO - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

SN - 0261-510X

ER -

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