FALSE BELIEF UNDERSTANDING: ON COGNITIVE DEVELOPMENT, COGNITIVE COMPETENCE & COGNITIVE SYSTEMS

Edwards, Katheryn, Maymon, Christopher N., Peloquin, Claudie M., Sivanantham, Schyana and Low, Jason (2020) FALSE BELIEF UNDERSTANDING: ON COGNITIVE DEVELOPMENT, COGNITIVE COMPETENCE & COGNITIVE SYSTEMS. In: The Encyclopedia of Child and Adolescent Development. Wiley, pp. 1-12. ISBN Text: 9781119161899 | Online: 9781119171492

Text FALSE BELIEF UNDERSTANDING ON COGNITIVE DEVELOPMENT, COGNITIVE COMPETENCE & COGNITIVE SYSTEMS.pdf - Accepted Version Restricted to Registered users only Download (531kB) | Request a copy

Abstract

Cognitive developmental changes in belief understanding, particularly how and when children come to first appreciate false beliefs, occupy the bulk of research on human mindreading. Given apparently conflicting evidence from direct and indirect false‐belief tasks, there is much debate over whether there is a major conceptual breakthrough in belief reasoning sometime around children's 4th birthday and whether infants should be credited with abstract belief understanding. Focusing on who has belief concepts and when they have them, however, is only part of the developmental story. The contradiction could also reflect how the mature belief reasoning that children grow into involves two kinds of mindreading solutions: a flexible cognitive system for making sophisticated but effortful ascriptions about others' beliefs and an efficient cognitive system for tracking others' beliefs in an efficient but limited manner.

Item Type:	Book Section
Keywords:	cognitive development, cognitive processes, false belief, mindreading
Depositing User:	Ms Raisa Burton
Date Deposited:	17 Jun 2020 10:36
Last Modified:	18 Jun 2020 15:21
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/17562

Actions (login required)

Edit Item