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Shared social groups or shared experiences? The effect of shared knowledge on children's perspective-taking.

Laura Anderson1, Zoe Liberman2, Alia Martin1

  • 1School of Psychology, Victoria University of Wellington, Wellington 6011, New Zealand.

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Summary

Children sometimes struggle with perspective-taking, especially with close caregivers. This closeness-communication bias, observed in 4- to 6-year-olds, hinders accurate interpretation of ambiguous communication.

Keywords:
Closeness–communication biasPerspective-takingShared knowledgeSocial cognitive developmentSocial groupsTheory of mind

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Area of Science:

  • Developmental Psychology
  • Social Cognition
  • Communication Studies

Background:

  • Children develop the ability to consider others' visual perspectives for communication during childhood.
  • However, individuals, including children, sometimes fail to accurately assess their partner's perspective.

Purpose of the Study:

  • To investigate the "closeness-communication bias" in 4- to 6-year-old children's perspective-taking.
  • To determine if social closeness influences children's ability to interpret ambiguous instructions based on a partner's visual perspective.

Main Methods:

  • Two studies involved children playing a game requiring partner's visual perspective-taking to interpret ambiguous instructions.
  • Study 1: Social closeness defined by shared social group membership.
  • Study 2: Social closeness defined by caregiver-child relationship.

Main Results:

  • Social group membership did not significantly impact children's perspective-taking accuracy.
  • Children made more perspective-taking errors when interacting with a close caregiver compared to a novel experimenter.

Conclusions:

  • Close personal relationships, particularly caregiver bonds, may lead children to overestimate perspective alignment, hindering perspective-taking.
  • Shared social group membership did not show the same hindering effect on children's perspective-taking.
  • Findings underscore the impact of partner characteristics on children's perspective-taking abilities and raise questions about underlying mechanisms.