When 3-year-olds pass the appearance-reality test

Bibliographic Data

ID9786963
AuthorsCatherine Rice, Catherine E Rice (0000-0002-9574-8024, Boston College, corresponding author), Daphne Koinis, Kathleen E Sullivan (0000-0003-4018-1646), Kate Sullivan, Helen Tager-Flusberg (0000-0002-8768-5414), Ellen Winner (0000-0003-0494-6621)
Year1997
Volume33
Issue1
Pages54-61
Publication date1997-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037//0012-1649.33.1.54
PMID9050390
OpenAlexW2097176365
LanguageEN
Citations received7
References cited5

Sixty-eight 3-year-olds received a standard appearance-reality task along with either a trick task, in which the appearance question was placed in the context of a deceptive game, or a reduced information processing task, in which a dual object (e.g., a sponge-rock) was presented along with an object that matched the dual object's identity (a sponge) and one that matched the dual object's appearance (a rock). Children were more likely to pass either the trick or reduced information processing task and fail the standard than the reverse. Thus, 3-year-olds can grasp the distinction between appearance and reality (a) when their goal is to trick someone, which may prime them to think about the other's mental state, and (b) when they do not need to held conflicting object identities in mind at the same time

Aesthetics · Cognition · Cognitive psychology · Context (archaeology · Developmental psychology · Dual (grammatical number · GRASP · Identity (music · Mental representation · Object (grammar · Reality testing · Task (project management · Test (biology · Artificial Intelligence · Child and Animal Learning Development · Computer Science · Evolutionary Psychology and Human Behavior · Face Recognition and Perception · Psychology · Social Psychology

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