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The role of executive function in children's understanding of false belief

Abstract

The aim of this study is to examine domain-general perspective on theory of mind which indicates that children's understanding of false-belief is due to executive function and therefore young children with limited executive function fail in false-belief task. In Experiment 1, 3- to 5-year-old children's understandings of false beliefs were compared with the understandings of false signs and false photographs. 3- and 4-year-old children showed similar levels of performances on false belief and false sign tasks, which put equivalent demands on executive function. In Experiment 2, 3- to 5-year-old children who failed in false belief task in Experiment 1 were participated. Those children's executive functions were trained with the Dimensional Change Card Sorting Task. The training improved only 5-year-old children's understanding of false belief. These results support the domain-general perspective on theory of mind, which suggest that understanding of false belief requires executive function.

keywords
Submission Date
2008-10-15
Revised Date
2008-11-10
Accepted Date
2008-11-11

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