Development of the appearance-reality distinction

Flavell, John H.; Flavell, Eleanor R.; Green, Frances L.

doi:10.1016/0010-0285(83)90005-1

Cited by 578 publications

(387 citation statements)

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“…Finally, children who answered "rock" to all of the six questions (phenomenism error) or children who answered "sponge" to all of the six questions (reality error) were also given a score of 0, the latter two indicating a lack of theory of mind skills (Flavell et al 1983). Hence, after summing individual scores, the total theory of mind score varied between 0 and 6 (α=0.77, M=3.05, SD=2.13).…”

Section: Cihr Author Manuscriptmentioning

confidence: 99%

“…The reason for this latter scoring decision was that it is relatively more difficult for a child to remember the real identity of the object (i.e., sponge), when what is in plain view is a false appearance (i.e., rock). Finally, children who answered "rock" to all of the six questions (phenomenism error) or children who answered "sponge" to all of the six questions (reality error) were also given a score of 0, the latter two indicating a lack of theory of mind skills (Flavell et al 1983). Hence, after summing individual scores, the total theory of mind score varied between 0 and 6 (α=0.77, M=3.05, SD=2.13).…”

Section: Measures and Proceduresmentioning

confidence: 99%

“…Teachers were paid 50$Can for completing the questionnaires. The research questions and instruments were approved by the IRB and by the school board administrators.Theory of Mind-When the children were 60 months of age, a standard "Unexpected Identity" task adapted from Flavell et al (1983) was used to measure theory of mind skills. This task is representative of the major change in theory of mind capacities that start emerging in children at around 4 years of age (Wellman et al 2001).…”

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Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

Renouf

Brendgen

Séguin

et al. 2010

J Abnorm Child Psychol

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This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression CIHR Author Manuscript CIHR Author Manuscript CIHR Author Manuscriptanalyses revealed that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression. Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive behavior. KeywordsTheory of mind; Reactive and proactive aggression; Peer victimizationIn the study of aggressive behavior a fundamental distinction is made between reactive aggression and proactive aggression, which refer to two different underlying functions of aggression (Day, Bream and Paul 1992;Dodge and Coie 1987;Schwartz et al. 1998).Reactive aggression is defined as a retaliatory response to a real or perceived threat or provocation. It is associated with the frustration theory of aggression (Berkowitz 1989) and is accompanied by an activation of the autonomous system (Hubbard et al. 2002). In contrast, proactive aggression is considered a non-provoked behavior that is motivated by the desire for personal gains or the domination of others (Vitaro and Brendgen 2005). As an organized and planned behavior, proactive aggression is related to the anticipation of a positive outcome of the aggressive behavior (Dodge et al. 1997). Although studies usually report a high correlation between reactive and proactive aggression (mean r=0.68; Card and Little 2006), factor analyses and meta-analyses provide clear evidence for the validity of the distinction between the two functions of aggression (Card and Little 2006;Crick and Dodge 1996;McAuliffe et al. 2007;Poulin and Boivin 2000;Vitaro et al. 1998). As will be discussed in more detail below, evidence also suggests that these two functions of aggressive behavior are differentially related to social cognitive skills, particularly with respect to the decoding of social stimuli (Crick and Dodge 1996;Dodge et al. 1997;Dodge and Coie 1987;Hubbard et al. 2001;Schippel et al. 2003). The present study examines a specific and as yet unstudied aspect of decoding-related social cognitive skills, namely theory of mind, in relation to proactive and reactive aggression. The Role of Theory of Mind in Social BehaviorTheory of mind implies the capacity to attribute mental states to the self and to others in order to explain and predic...

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Section: Cihr Author Manuscriptmentioning

confidence: 99%

Section: Measures and Proceduresmentioning

confidence: 99%

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confidence: 99%

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Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

Renouf

Brendgen

Séguin

et al. 2010

J Abnorm Child Psychol

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“…We tested 2-5-year-old participants in the following three experiments, because the ability to reason about others' mental states and actions in explicit tasks (Wimmer & Perner, 1983;Flavell, Flavell & Green, 1983) To create a child-appropriate method, the current study modified the Bear Dragon task (Kochanska, Murray, Jacques, Koenig & Vandegeest, 1996) into a joint task as in Sebanz et al (2003). In the original task, children are asked to respond to a bear puppet's instructions but to inhibit those of the dragon.…”

Section: Introductionmentioning

confidence: 99%

The development of co-representation effects in a joint task: Do children represent a co-actor?

Milward¹,

Kita²,

Apperly³

2014

Cognition

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“…The term theory of mind was first used by Premack and Woodruff (1978). They studied this ability in chimpanzees and, based on this study, at the beginning of the 1980s, some researchers (J. H. Flavell, Flavell, & Green, 1983;Perner, Leekam, & Wimmer, 1987;Wimmer & Perner, 1983) interested in studying child understanding concerning mental states developed false-belief tasks to assess children's abilities to recognize that another person may have a belief that differs from their own beliefs and reality. This methodological resource became a benchmark for research in the field.…”

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confidence: 99%

Evaluation of theory of mind: A study with students from public and private schools

Rodrigues

Pelisson

Silveira

et al. 2015

Estud. psicol. (Campinas)

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Estudos de Psicologia I Campinas I 32(2) I 213-220 I abril -junho 2015 AbstractThis study assessed the development of the theory of mind in preschool children aged 4 and 5 years old, along with potential interactions among gender, age and whether children were from private or public schools. A total of 178 children (91 students from public schools and 87 from private schools) participated in the study. After securing ethical compliance with applicable guidelines, we applied the Theory-of-Mind-Scale. There was no evidence of differences regarding gender (p < 0.38). Differences were found in regard to age (p < 0.001) and whether students were from private or public schools (p < 0.008). Five-year-old children performed better on the scale and children from private schools also performed better than those from public schools. The results show that the scale was sufficiently sensitive to capture the evolutionary sequence of the theory of mind and the relevance of socio-cultural factors. Because research in this field is still incipient, we emphasize the importance of further studies conducted with larger samples. Keywords

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Development of the appearance-reality distinction

Cited by 578 publications

References 21 publications

Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

The development of co-representation effects in a joint task: Do children represent a co-actor?

Evaluation of theory of mind: A study with students from public and private schools

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