Young children's knowledge about visual perception: Further evidence for the Level 1–Level 2 distinction.

Abstract

Three studies were done to test the hypothesis that there is a development in early childhood from a less advanced (Level 1) to a more advanced (Level 2) form of knowledge and thinking about people's visual experiences. Study 1 replicated and further validated a previous finding that 3-year-olds perform very well on tasks that call for Level 1 knowledge but very poorly on those that require Level 2 knowledge. Study 2 showed that children of this age did not perform better when critical aspects of Level 2 tasks were designed to be familiar to them and similar to what they might encounter in everyday life. Study 3 showed that most of the children who performed poorly on Level 2 tasks in Study 2 continued to perform poorly on a retest given 2-19 weeks later. In addition, a brief training period following the retest proved largely unsuccessful in inducing Level 2 knowledge and thinking in these children. The results of these three studies appear to provide strong support for the Level 1-Level 2 developmental hypothesis.

Error analyses reveal contrasting deficits in “theory of mind”: Neuropsychological evidence from a 3-option false belief task

“…WBA made errors on almost every single trial and his errors consisted in choosing the display as seen from his own perspective. Similarly to the pattern observed in children (Flavell, Everett, Croft, & Flavell, 1981), the level 2 visual perspective task was much harder for WBA than the level 1 task.…”

Judgments About Fact and Fiction by Children From Religious and Nonreligious Backgrounds

“…For example, children come to understand stable regularities concerning: (a) inanimate physical objects, for example, that physical objects retain their identities over time and that one solid object cannot pass through another (Johnson & Harris, 1994); (b) biological organisms, for example, that biological organisms can grow in size over time but not shrink (Rosengren et al, 1994) or get older over time but not younger (Subbotsky, 1994); and (c) mental processes, for example, that seeing an object requires an unobstructed line-of-sight (Flavell, Everett, Croft, & Flavell, 1981) or that thinking typically involves a single, unstoppable stream of thoughts (Flavell, Green, & Flavell, 1993). Children's conceptualization of the physical, biological, and mental domains should enable them to identify some of the outcomes and transformations they encounter in narratives as impossible, and to differentiate between what can happen in real life and what can happen in a fairy tale.…”

A compreensão da gratidão e teoria da mente em crianças de 5 anos

“…Esta tarefa avalia se a criança é capaz de levar em conta a perspectiva dos outros (Flavell, Everett, Croft, & Flavell, 1981;Taylor, 1988), sendo organizada em dois níveis. No nível 1, a criança precisa apenas reconhecer que outra pessoa nem sempre vê o que ela mesma vê; no nível 2, ela deve diferenciar o seu próprio ponto de vista daquele de outra pessoa sobre um mesmo estímulo.…”