Developing an understanding of beliefs : some themes and controversies
Part of : Hellenic journal of psychology ; Vol.2, No.1, 2005, pages 1-26
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1-26
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Abstract:
The past two decades has seen the rise of a dominant view of children's developingunderstanding of the mind. This view maintains that children acquire a new concept at aboutthe age of 4 years, a concept that has theory-like properties. In this article, I examine the evidencefor this view and find little justification for suggesting that children acquire a new concept,let alone a concept that has theory-like properties. Hence, the age of 4 years is probablynot of great developmental significance. Placed against such a background, I suggest thatdevelopment in this sphere of activity is based on mental simulation, where we see a gradualimprovement in children's skill in setting aside, or inhibiting, their default focus on currentreality. Children probably acquire simple rules as a short cut for making mentalizing judgments,and these rules might have application in a limited range of circumstances; mentalsimulation will nevertheless remain the primary approach for understanding other people'sminds. Finally, suggestions are made on how to test this new perspective on development.
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Keywords:
conceptual change, gradual development, simulation, theory
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Περιέχει βιβλιογραφία, Young childrens theory of mind
