Cultural Variations in the Development of Mind Reading

Slaughter, Virginia; Pérez-Zapata, Daniel

doi:10.1111/cdep.12091

Cited by 58 publications

(44 citation statements)

References 37 publications

(36 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We speculate that where differences do emerge, they are likely to be part of a more general delay or protracted extension of the timetable for acquiring a theory of mind (Hughes and Devine, ). This would be consistent with the documented variation in rate of progress that has emerged in cross‐cultural research (Slaughter and Perez‐Zapata, ; Wellman, 2014).…”

Section: Discussionsupporting

confidence: 83%

‘I Don't Know’: Children's Early Talk About Knowledge

2017

View full text Add to dashboard Cite

Children's utterances from late infancy to 3 years of age were examined to infer their conception of knowledge. In Study 1, the utterances of two English‐speaking children were analysed and in Study 2, the utterances of a Mandarin‐speaking child were analysed – in both studies, for their use of the verb know. Both studies confirmed that know and not know were used to affirm, query or deny knowledge, especially concerning an ongoing topic of conversation. References to a third party were rare. By implication, 2‐year‐olds have a conception of knowledge that underpins their exchange of information in conversation. Implications for the child's developing theory of mind are discussed.

show abstract

Section: Discussionsupporting

confidence: 83%

‘I Don't Know’: Children's Early Talk About Knowledge

2017

View full text Add to dashboard Cite

show abstract

“…These broad cultural differences aside, the case can also be made for intracultural comparisons, such as between differing “microcultural contexts” (Slaughter & Perez‐Zapata, ). For instance, Indonesian children from two highly contrasting backgrounds in Jakarta (middle‐class preschoolers and subsistence waste pickers, or the pemulung ) showed no sequential differences with their Western counterparts (Kuntoro, Saraswati, Peterson, & Slaughter, ).…”

Section: The Opacity Doctrinementioning

confidence: 99%

Scaling Theory of Mind in a Small‐Scale Society: A Case Study From Vanuatu

et al. 2017

View full text Add to dashboard Cite

Although theory of mind (ToM) is argued to emerge between 3 and 5 years of age, data from non-Western, small-scale societies suggest diversity. Deeper investigations into these settings are warranted. In the current study, over 400 Melanesian children from Vanuatu (range = 3-14 years), growing up in either urban or rural remote environments, completed culturally tailored ToM batteries. Results show a marked delay in false belief (FB) performance, particularly among participants from rural villages. By further investigating a diverse range of concepts beyond FB, we illustrate two unique cultural sequences for a suite of mental state concepts among urban and rural ni-Vanuatu children. Implications for social and cultural influences on the development of ToM are discussed.

show abstract

“…It is generally accepted that children are able to show competency in the second-order false belief task (Perner & Wimmer, 1985), the most widely used measure of advanced ToM, by 5 or 6 years of age (Miller, 2009). There is cultural variation in the timing of various ToM milestones, with greater variation for more advanced understanding of the mind (see Slaughter & Perez-Zapata, 2014).…”

mentioning

confidence: 99%

Developmental Trends in Flexibility and Automaticity of Social Cognition

Hayward

Homer

Sprung³

2016

Child Development

View full text Add to dashboard Cite

Age-related changes in flexibility and automaticity of reasoning about social situations were investigated. Children (N = 101; age range = 7;8-17;7) were presented with the flexibility and automaticity of social cognition (FASC), a new measure of social cognition in which cartoon vignettes of social situations are presented and participants explain what is happening and why. Scenarios vary on whether the scenario is socially ambiguous and whether or not language is used. Flexibility is determined by the number of unique, plausible explanations, and automaticity is indicated by speed of response. Overall, both flexibility and automaticity increased significantly with age. Language and social ambiguity influenced performance. Future work should investigate differences in FASC in older populations and clinical groups.

show abstract

Cultural Variations in the Development of Mind Reading

Cited by 58 publications

References 37 publications

‘I Don't Know’: Children's Early Talk About Knowledge

‘I Don't Know’: Children's Early Talk About Knowledge

Scaling Theory of Mind in a Small‐Scale Society: A Case Study From Vanuatu

Developmental Trends in Flexibility and Automaticity of Social Cognition

Contact Info

Product

Resources

About