Theory of mind and epistemological development: the relation between children's second-order false-belief understanding and their ability to reason about evidence

Children's and adults’ neural bases of verbal and nonverbal ‘theory of mind’

“…As shown in Figure 1a, the ToM story condition consisted of second-order FB stories (in the form of 'x thinks that y thinks that ...') (Astington, Pelletier, & Homer, 2002;Perner & Wimmer, 1985). We used the second-order format because we wished to test subjects with a paradigm which was difficult enough to keep them engaged while in the MRI scanner.…”

Mentalizacijos raidos veiksnių vaikystėje ir paauglystėje apžvalga

“…Šalia mentalizacijos termino (Fonagy et al, 2004) yra keletas kitų sąvokų, vartojamų įvardyti gebėjimui suprasti vidinį pasaulį, tai -psichikos teorija (Baron-Cohen, Leslie, & Frith, 1985), refleksijos (Fonagy & Target, 1997) arba reflektyvioji funkcija, motinos numanymas apie vaiko psichiką (Meins et al, 2002). Tokia terminijos įvairovė žymi ir subtilius, bet itin svarbius paties reiškinio bei jo raidos sampratos skirtumus.…”

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

“…Other research points to correlations between social perspective taking (theory of mind) and scientific thinking in younger primary school children (Astington, Pelletier, & Homer, 2002). Moreover, because the development of planning skills, cognitive flexibility, and social perspective taking are closely correlated in children of pre-primary and early primary school age (Kloo & Perner, 2008), it can be assumed that these basic competencies are both predictive of the development of scientific thinking and, as correlates of scientific thinking, can be fostered through appropriate educational offerings.…”