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Related Experiment Videos

Cognitive development: children's knowledge about the mind.

J H Flavell1

  • 1Department of Psychology, Stanford University, Stanford, California 94305-2130, USA. lindab@psych.stanford.edu

Annual Review of Psychology
|March 13, 1999
PubMed
Summary
This summary is machine-generated.

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This chapter reviews theory-of-mind development, exploring key theories, infant precursors, and children's growing understanding of mental states like beliefs and intentions. It also touches on cultural and species differences.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Philosophy of Mind

Background:

  • Children's understanding of the mental world, or theory of mind, is crucial for social interaction.
  • Research in this field has significantly advanced over the past 15 years.

Purpose of the Study:

  • To review current theory and research on theory-of-mind development.
  • To synthesize findings on precursors and the progression of mental state understanding in children.

Main Methods:

  • Literature review of theory-of-mind research.
  • Analysis of theoretical approaches: theory-theory, modular theory, and simulation theory.
  • Examination of developmental stages from infancy through childhood.

Main Results:

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  • Identified key theoretical frameworks for understanding children's mental state attribution.
  • Detailed the emergence of precursors in infancy, such as recognizing intentionality.
  • Summarized the development of understanding various mental states, including beliefs, desires, and emotions, in post-infancy stages.

Conclusions:

  • Theory-of-mind development is a complex, multifaceted process.
  • Understanding precursors and developmental trajectories is key.
  • Future research directions are suggested, including cross-cultural and interspecies comparisons.