Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Low-income preschoolers' false-belief performance.

Stephanie M Curenton1

  • 1The Society for Research on Child Development, Silver Spring, MD 20910, USA. smcurenton@rcn.com

The Journal of Genetic Psychology
|January 15, 2004
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Community Bias and Black Child and Maternal Health: Leveraging National Data to Assess Links.

Journal of racial and ethnic health disparities·2025
Same author

Beyond Direct Exposure: The Vicarious Nature of Racism on Children's Development.

Journal of racial and ethnic health disparities·2025
Same author

The promotive and protective effects of parents' perceived changes during the COVID-19 pandemic on emotional well-being among U.S. households with young children: an investigation of family resilience processes.

Frontiers in psychology·2024
Same author

Innovations and Opportunities in Care for Black Mothers and Birthing People.

Family & community health·2023
Same author

Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference.

Child development·2022
Same author

The impact of teacher responsivity education on preschoolers' language and literacy skills.

American journal of speech-language pathology·2011
Same journal

Emerging Challenges in Adolescent Mental Health, Neurodevelopment, and Digital Well-Being.

The Journal of genetic psychology·2026
Same journal

When Risks Accumulate: General Cumulative Risk Amplifies the Adverse Impact of Specific Risk on Problematic Online Behaviors Among Chinese Adolescents.

The Journal of genetic psychology·2026
Same journal

Understanding the Disgust-Anger Confusion: Developmental Evidence from Children's Emotion Recognition.

The Journal of genetic psychology·2026
Same journal

Attentional networks as moderators of the relationship between digital technology use and mental health among Cuban university students.

The Journal of genetic psychology·2026
Same journal

The Longitudinal Pathway from Body Appearance Perfectionism to Social Appearance Anxiety: The Mediating Role of Digital Filter Use and Moderating Role of Fear of Missing Out.

The Journal of genetic psychology·2026
Same journal

Family Influence or Zeitgeist? Evidence for Developmental Differences in the Intergenerational Transmission of Parent-Child Value Similarity.

The Journal of genetic psychology·2026
See all related articles

Preschoolers

Area of Science:

  • Developmental psychology
  • Cognitive development
  • Social cognition

Background:

  • Understanding false-belief is crucial for social cognition.
  • Preschoolers' performance on false-belief tasks can be influenced by various factors.
  • Assessing social cognitive skills requires careful consideration of testing methods.

Purpose of the Study:

  • To investigate factors influencing preschoolers' false-belief understanding.
  • To examine the role of language and cognitive abilities in false-belief tasks.
  • To explore age-related changes in social cognitive skills.

Main Methods:

  • 72 preschoolers (36 African American, 36 European American) participated.
  • Children completed three variations of false-belief questions across three scenarios.

Related Experiment Videos

  • Language and cognition subtests were administered to assess cognitive abilities.

    • Main Results:

    • Children's performance varied across tasks, but language and cognitive scores accounted for these differences.
    • Age remained a significant factor in false-belief understanding, independent of language and cognitive abilities.
    • European Americans outperformed African Americans on one task, despite no overall language or cognitive differences.

    Conclusions:

    • Language and cognitive abilities are important considerations when assessing children's social cognitive skills.
    • Age-related improvements in false-belief understanding are linked to conceptual changes, not solely language or cognitive development.
    • Further research is needed to understand ethnic group differences in social cognitive task performance.