Children’s developing theory of mind and pedagogical evidence selection.
Year: 2018
Type: article
Abstract: = 205), we investigated preschool-aged children's ability to consider others' knowledge when selecting evidence in the service of teaching. Results from Experiment 1 revealed that 4-year-olds reliably selected evidence to rectify others' false beliefs, and provided causal explanations in their teaching, whereas 3-year-olds did not. In Experiment 2, we tie children's evidence selection abilities to theory of mind (ToM) development, above and beyond effects of age and numerical conservation abilities. In Experiment 3, we employed a 6-week training of children's pedagogical evidence selection with a new teaching task, and further explored the relationship between these skills and children's ToM abilities. We qualitatively replicated our results from Experiment 2 and report tentative evidence for a link between the pedagogical training and improvements in ToM. Together, our findings suggest important connections between reasoning about others' minds and evidential reasoning in natural pedagogy during early childhood. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Source: Developmental Psychology
DOI: 10.1037/dev0000642
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funder: National Science Foundation
OpenAlex ID: W2906416366