Citation

Flavell JH, Mumme DL, Green FL, Flavell ER. Child Dev. 1992; 63(4): 960-977.

Affiliation

Department of Psychology, Stanford University, CA 94305-2130.

Copyright

(Copyright © 1992, John Wiley and Sons)

DOI

unavailable

PMID

1505251

Abstract

The purpose of this investigation was to see whether children's understandings of different types of beliefs develop concurrently. Children of 3, 4, and 5 years of age were told or shown that child story characters held beliefs different from their own or from one another, not only concerning matters of physical fact ("false beliefs"), but also concerning morality, social convention, value, and ownership of property. In contrast to the older subjects, most 3-year-olds had difficulty in attributing to others deviant beliefs of all types, except perhaps ownership, sometimes even after having been told repeatedly what the other child believed. In addition, intercorrelations among different belief tasks were positive and substantial. It was suggested that an emerging representational conception of the mind is what enables older preschoolers to understand the possibility of belief differences of all these types.

Language: en