Tillsammans med dig förstår jag andra – betydelsen av joint engagement för tre-fyraåringars prestation på false belief-testet Maxi
(2014) PSPT02 20141Department of Psychology
- Abstract (Swedish)
- Studiens syfte var att undersöka betydelsen av joint engagement för tre-fyraåringars prestation på false belief-testet Maxi. Joint engagement, som beskriver upplevelsen av att dela ett objekt eller händelse med någon annan, har i tidigare studier associerats med perspektivtagande. En testsituation designades där false belief-testet administrerades i form av en film om karaktären Maxi. Ett nytt test, Minne för Maxi-berättelse, undersökte barnets minne från filmen i syfte att utforska om joint engagement även har betydelse för minnesprestation. I experimentgruppen (n = 17) fick barnen se Maxi-filmen i joint engagement med testledaren. I kontrollgruppen (n = 16) var testledaren närvarande men satt bredvid och läste medan barnet såg filmen.... (More)
- Studiens syfte var att undersöka betydelsen av joint engagement för tre-fyraåringars prestation på false belief-testet Maxi. Joint engagement, som beskriver upplevelsen av att dela ett objekt eller händelse med någon annan, har i tidigare studier associerats med perspektivtagande. En testsituation designades där false belief-testet administrerades i form av en film om karaktären Maxi. Ett nytt test, Minne för Maxi-berättelse, undersökte barnets minne från filmen i syfte att utforska om joint engagement även har betydelse för minnesprestation. I experimentgruppen (n = 17) fick barnen se Maxi-filmen i joint engagement med testledaren. I kontrollgruppen (n = 16) var testledaren närvarande men satt bredvid och läste medan barnet såg filmen. Resultatet visade en signifikant skillnad gällande false belief-prestation för de yngre barnen (<48 månader, n = 27) där barnen i experimentgruppen i större utsträckning klarade false belief-testet (Fishers exakta test p = 0.02). Ingen skillnad fanns i minnesprestation mellan grupperna eller mellan de barn som klarat, eller inte klarat, false belief-testet. Detta antyder att barnets minne från Maxi-filmen inte har betydelse för deras false belief-prestation. Vidare studier uppmuntras att fördjupa betydelsen av joint engagement och minne för små barns perspektivtagande. (Less)
- Abstract
- The aim of this study was to investigate the effect of joint engagement on three- to four year old children’s performance on the false belief-task Maxi. Joint engagement has been associated with perspective taking in previous studies and refers to the child’s and the adult’s mutual engagement in an object. The false belief-task in this study was designed as a film about the character Maxi. Another task, narrative Maxi-memory, was developed to measure the child’s memory from the Maxi story. In the experiment group (n = 17) the experimenter and the child watched the film together in joint engagement. In the control group (n = 16) the experimenter was present during the film but read some papers as the child watched the film. The result... (More)
- The aim of this study was to investigate the effect of joint engagement on three- to four year old children’s performance on the false belief-task Maxi. Joint engagement has been associated with perspective taking in previous studies and refers to the child’s and the adult’s mutual engagement in an object. The false belief-task in this study was designed as a film about the character Maxi. Another task, narrative Maxi-memory, was developed to measure the child’s memory from the Maxi story. In the experiment group (n = 17) the experimenter and the child watched the film together in joint engagement. In the control group (n = 16) the experimenter was present during the film but read some papers as the child watched the film. The result showed a significant difference in false belief performance among the younger children (<48 months, n = 27): children passed the false belief task to a greater extent in the experiment group (Fishers exact test p = 0.02). No difference in memory performance was found between the conditions or between the children’s performance on the false belief task. Further studies should continue explore the effect of joint engagement and memory on perspective taking. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4451293
- author
- Wallin, Maria LU and Sidén, Lisa LU
- supervisor
-
- Elia Psouni LU
- organization
- course
- PSPT02 20141
- year
- 2014
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Minne för Maxi-berättelse, joint engagement, Theory of Mind, false belief, perspektivtagande, perspective taking, narrative Maxi-memory.
- language
- Swedish
- id
- 4451293
- date added to LUP
- 2014-06-02 08:33:20
- date last changed
- 2014-06-02 08:33:20
@misc{4451293,
abstract = {{The aim of this study was to investigate the effect of joint engagement on three- to four year old children’s performance on the false belief-task Maxi. Joint engagement has been associated with perspective taking in previous studies and refers to the child’s and the adult’s mutual engagement in an object. The false belief-task in this study was designed as a film about the character Maxi. Another task, narrative Maxi-memory, was developed to measure the child’s memory from the Maxi story. In the experiment group (n = 17) the experimenter and the child watched the film together in joint engagement. In the control group (n = 16) the experimenter was present during the film but read some papers as the child watched the film. The result showed a significant difference in false belief performance among the younger children (<48 months, n = 27): children passed the false belief task to a greater extent in the experiment group (Fishers exact test p = 0.02). No difference in memory performance was found between the conditions or between the children’s performance on the false belief task. Further studies should continue explore the effect of joint engagement and memory on perspective taking.}},
author = {{Wallin, Maria and Sidén, Lisa}},
language = {{swe}},
note = {{Student Paper}},
title = {{Tillsammans med dig förstår jag andra – betydelsen av joint engagement för tre-fyraåringars prestation på false belief-testet Maxi}},
year = {{2014}},
}