Together I Can! Joint Attention Boosts 3- to 4-Year-Olds' Performance in a Verbal False-Belief Test
(2019) In Child Development 90(1). p.35-50- Abstract
Effects of joint attention were addressed on 3- to 4-year-olds' performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound... (More)
Effects of joint attention were addressed on 3- to 4-year-olds' performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.
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- author
- Psouni, Elia LU ; Falck, Andreas LU ; Boström, Leni ; Persson, Martin ; Sidén, Lisa and Wallin, Maria LU
- organization
- publishing date
- 2019-01
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Child Development
- volume
- 90
- issue
- 1
- pages
- 35 - 50
- publisher
- Wiley-Blackwell
- external identifiers
-
- pmid:29676448
- scopus:85045855880
- ISSN
- 0009-3920
- DOI
- 10.1111/cdev.13075
- project
- Socio-cognitive development in early childhood
- language
- English
- LU publication?
- yes
- id
- 5af5d986-5526-4d47-ae68-5a91245174e1
- date added to LUP
- 2018-05-02 16:24:09
- date last changed
- 2024-07-08 12:47:55
@article{5af5d986-5526-4d47-ae68-5a91245174e1, abstract = {{<p>Effects of joint attention were addressed on 3- to 4-year-olds' performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.</p>}}, author = {{Psouni, Elia and Falck, Andreas and Boström, Leni and Persson, Martin and Sidén, Lisa and Wallin, Maria}}, issn = {{0009-3920}}, language = {{eng}}, number = {{1}}, pages = {{35--50}}, publisher = {{Wiley-Blackwell}}, series = {{Child Development}}, title = {{Together I Can! Joint Attention Boosts 3- to 4-Year-Olds' Performance in a Verbal False-Belief Test}}, url = {{http://dx.doi.org/10.1111/cdev.13075}}, doi = {{10.1111/cdev.13075}}, volume = {{90}}, year = {{2019}}, }