open access
메뉴
open access
메뉴
ISSN : 1229-0718
The current study investigated to what extent a developmental lag exists between children's understanding of first-order and second-order beliefs. Children aged 4-5 years (N=72) were divided into four age-subgroups and received 2 first- and 2 second-order false belief tasks. First- and second-order tasks were designed to have a similar story structure and length, while minimizing differences in complexity between the two tasks. In addition to analyzing mean level of success, the study provided information about individual patterns of performance through within-child comparisons. The main findings were that first-order success did precede second-order success and that this sequence of mastery was invariant across all participants. It also appeared that the time lag between the two success was approximately 1 year; first-order success emerged after 4.5 years of age while second-order success emerged after 5.5 years of age. These findings provide evidence for the predicted developmental lag between first- and second-order theory-of-mind.
권은영, 이현진 (2009). 한국 아동의 일상생활 대화에서 나타난 바람과 믿음: 산출자료를 중심으로. 아동학회지, 30, 567-581.
김혜리 (1997). 아동의 마음에 대한 이해 발달: 틀린 믿음에 대한 이해로 살펴본 마음-이론의 발달. 한국심리학회지: 발달, 10(1), 74-91.
김혜리, 김수진 (2002). 학습효과로 살펴본 틀린 믿음 이해능력의 발달적 변화. 한국심리학회지: 발달, 15(3), 33-54.
송영주 (2008). 유아의 다양한 마음상태에 대한 이해의 발달과 과제 유형에 따른 틀린 믿음이해. 아동학회지, 29(1), 257-273.
이수미, 김혜리, 김아름 (2007). 이차순위 마음상태 이해의 발달적 변화. 한국심리학회지: 발달, 20(4), 1-16.
이현진 (2013). 억제통제와 마음이론의 발달. 한국심리학회지: 발달, 26(1), 293-311.
정진나, 최경숙 (2011). 과제의 단순화가 이차순위 틀린 믿음 이해의 발달에 미치는 영향. 한국심리학회지: 발달, 24(4), 19-39.
Astington, J. W., Pelletier, J., & Homer, B. (2002). Theory of mind and epistemological development: The relation between children's second-order false belief understanding and their ability to reason about evidence. New Ideas in Psychology, 20, 131-144.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37–46.
Callaghan, T., Rochat, P., Lillard, A., Claux, M. L., Odden, H., Itakura, S. et al. (2005). Synchrony in the onset of mental-state reasoning: Evidence from five cultures. Psychological Science, 16, 378-384.
Carlson, S., Moses, L., & Breton, C. (2002). How specific is the relation between executive function and theory if mind?: Contributions of inhibitory control and working memory. Infant and Child Development. 11, 73-92.
Coull, G. J., Leekam, S. R., & Bennett, M. (2006). Simplifying second-order belief attribution: What facilitates children’s performance on measures of conceptual understanding? Social Development, 15, 260-275.
de Villiers, J. (2007). The interface of language and theory of mind. Lingua, 117(11), 1858-1878.
Filippova, E., & Astington, J. W. (2008). Further development in social reasoning revealed in discourse irony understanding. Child Development, 79, 126-138.
Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.
Hayashi, H. (2007). Young children's understanding of second-order mental states. Psychologia, 50, 15-25.
Liu, D., Wellman, H. M., Tardif, T., & Sabbagh, M. A. (2008). Theory of mind development in Chinese children: A meta-analysis of false-belief understanding across cultures and languages. Developmental Psychology, 44, 523-531.
Lockl, K., & Schneider, W. (2007). Knowledge about the mind: Links between theory of mind and later metamemory. Child Development, 78, 148-167.
Miller, S. A. (2009). Children’s understanding of second-order mental states. Psychological Bulletin, 135(5), 749-773.
Miller, S. A. (2012). Theory of mind: Beyond preschool years. New York: Psychology Press.
Miller, P. H., Kessel, F., & Flavell, J. H. (1970). Thinking about people thinking about people thinking about...: A study of social cognitive development. Child Development, 41, 613-623.
Parker, J. R., MacDonald, C. A., & Miller, S. A. (2007). “John thinks that Mary feels..." False belief across the physical and affective domains. Journal of Genetic Psychology, 168, 43-62.
Perner, J. (1988). Higher-order beliefs and intentions in children’s understanding of social interaction. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 271-294). Cambridge, England: Cambridge University Press.
Perner, J., & Wimmer, H. (1985). “John thinks that Mary thinks that...” Attribution of second-order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437-471.
Sullivan, K., Zaitchik, D., & Tager-Flusberg, H. (1994). Preschoolers can attribute secondorder beliefs. Developmental Psychology, 30, 395-402.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72, 655-684.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.