Acting and Planning on the Basis of a False Belief

Its Effects on 3-Year-Old Children's Reasoning About Their Own False Beliefs

Bibliographic Data

ID9795404
AuthorsCristina M Atance (0000-0001-7667-8836, University of Waterloo, corresponding author), Daniela K O'Neill, Daniela K O’Neill (0000-0003-2555-0386)
Year2004
Volume40
Issue6
Pages953-964
Publication date2004-01-01
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.40.6.953
PMID15535750
OpenAlexW2145806155
LanguageEN
Citations received2
References cited23

This study examined 3-year-olds' explanations for actions of theirs that were premised on a false belief. In Experiment 1, children stated what they thought was inside a crayon box. After stating "crayons," they went to retrieve some paper to draw on. Children were then shown that the box contained candles and were asked to (a) state their initial belief and (b) explain their action of getting paper. Children who were unable to retrieve their false belief were unable to correctly explain their action. Experiments 2 and 3 ruled out several alternative interpretations for these findings. In Experiment 4, children planned and acted on their false belief. Again, children who were unable to retrieve their false belief were unable to correctly explain their action

Action (physics · Cognition · Cognitive psychology · Developmental psychology · False belief · Theory of mind · Child and Animal Learning Development · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Social Psychology

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