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ERIC Number: EJ877731
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0009-3920
Preschoolers' Implicit and Explicit False-Belief Understanding: Relations with Complex Syntactical Mastery
Low, Jason
Child Development, v81 n2 p597-615 Mar-Apr 2010
Three studies were carried out to investigate sentential complements being the critical device that allows for false-belief understanding in 3- and 4-year-olds (N = 102). Participants across studies accurately gazed in anticipation of a character's mistaken belief in a predictive looking task despite erring on verbal responses for direct false-belief questions. Gaze was independent of complement mastery. These patterns held when other low-verbal false-belief tasks were considered and the predictive looking task was presented as a time-controlled film. While implicit (gaze) knowledge predicted explicit (verbal) false-belief understanding, complement mastery and cognitive flexibility also supported explicit reasoning. Overall, explicit false-belief understanding is complexly underpinned by implicit knowledge and input from higher-order systems of language and executive control.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A