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Related Experiment Videos

Development of children's knowledge about unconsciousness.

J H Flavell1, F L Green, E R Flavell

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

Child Development
|April 28, 1999
PubMed
Summary
This summary is machine-generated.

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Children

Area of Science:

  • Cognitive Development
  • Psychology
  • Theory of Mind

Background:

  • Understanding consciousness and unconsciousness is crucial for cognitive development.
  • The development of theory of mind, including understanding mental states, is a key area of research.
  • Previous research suggests children's understanding of mental states evolves over time.

Purpose of the Study:

  • To investigate children's and adults' understanding of mental activities during sleep.
  • To examine the development of differentiating between conscious and unconscious mental states.
  • To explore the relationship between understanding consciousness and unconsciousness.

Main Methods:

  • Participants aged 5-10 years and adults were surveyed.
  • Questions focused on perceptions, reflective consciousness, and control activities during sleep.

Related Experiment Videos

  • The study assessed beliefs about mental states during unconsciousness.

    • Main Results:

    • Recognition that unconscious individuals do not engage in conscious mental activities is still developing in late childhood.
    • Children's understanding of primary-consciousness activities (e.g., thinking, feeling) during sleep showed developmental progression.
    • Understanding of reflective-consciousness activities (e.g., knowing one is asleep) also varied with age.

    Conclusions:

    • The ability to understand unconsciousness develops throughout middle childhood.
    • Developing an understanding of consciousness may support the understanding of unconsciousness, and vice versa.
    • Sensitivity to the phenomenology of mental states, not just content, may be a late-developing aspect of theory of mind.