Infant Behavior and Adult Intentions
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Questions and Answers

What behavior did 9-, 12-, and 18-month-olds exhibit in response to an unwilling adult compared to an unable adult?

  • They smiled
  • They ignored the adult
  • They displayed impatience or frustration (correct)
  • They cried more frequently

What aspect of goal-directed actions does unsuccessful attempts help to explore?

  • The preferences of the adult
  • The physical development of infants
  • The goals of agents (correct)
  • The emotional responses of adults

How do infants adapt their responses according to the intentions of the adult?

  • By laughing when a toy is presented
  • By responding differently based on whether the adult is willing or unable (correct)
  • By refusing to interact with the adult
  • By showing sadness regardless of intention

What common assumption do children make about the preferences of others?

<p>Everyone dislikes what they dislike and likes what they like (D)</p> Signup and view all the answers

In the context of the younger children’s understanding of desires, what was the adult's reaction to broccoli and goldfish crackers?

<p>The adult expressed a preference contrary to the child's belief (B)</p> Signup and view all the answers

What was the primary difference between the unwilling adult and the unable adult as observed in the studies?

<p>The unwilling adult intentionally withheld a toy (A)</p> Signup and view all the answers

Which age groups did Behne, Carpenter, Call, & Tomasello (2005) study to observe reactions to adult intentions?

<p>6, 9, 12, and 18-month olds (D)</p> Signup and view all the answers

What type of actions does the understanding of others' intentions primarily relate to in infant development?

<p>Goal-directed actions (A)</p> Signup and view all the answers

What does the False-belief (FB) condition involve in the study by Buttelmann, Carpenter, & Tomasello?

<p>The adult is unaware of the toy's relocation. (C)</p> Signup and view all the answers

In the True-belief (TB) condition, what do the children believe about the adult's knowledge?

<p>The adult is aware of the toy's relocation. (D)</p> Signup and view all the answers

What is the outcome for children in the True Belief Condition when the actor thinks the toy is in the yellow box?

<p>They show no surprise and do not look longer. (A)</p> Signup and view all the answers

What method was used to assess implicit theory of mind (ToM) in Onishi & Baillergeon's study?

<p>Violation of expectation paradigm. (C)</p> Signup and view all the answers

How did children react to the false belief condition in Onishi & Baillergeon's study?

<p>They looked longer at the surprising scene. (D)</p> Signup and view all the answers

What conclusion was drawn regarding false-belief tasks and children's performance?

<p>Scaffolding can improve children's performance in false-belief tasks. (B)</p> Signup and view all the answers

What behavior do children exhibit towards the adult in the False-belief (FB) condition?

<p>Children help the adult search for the toy. (B)</p> Signup and view all the answers

What happens in both FB and TB conditions with respect to the adult's action?

<p>The adult attempts to open an empty box. (A)</p> Signup and view all the answers

At what age do children start to understand that people might have different likes and dislikes?

<p>Around age 2 (B)</p> Signup and view all the answers

What is the primary focus of false-belief tasks in assessing children's understanding?

<p>If children can recognize multiple representations of a situation (C)</p> Signup and view all the answers

What do 12-month-old children do when an experimenter shows excitement at an object hidden behind a barrier?

<p>They walk around to see what is behind the barrier. (D)</p> Signup and view all the answers

Which of the following best describes a false belief?

<p>An understanding that contradicts someone else's reality (B)</p> Signup and view all the answers

What significant understanding does a child's recognition of false beliefs provide evidence for?

<p>The distinction between mind and world (C)</p> Signup and view all the answers

When 24-month-old children are asked to help an adult find a sought object, what does their choice indicate?

<p>They understand the adult's limitations of perception. (B)</p> Signup and view all the answers

In the context of early childhood psychology, what do the terms perception and knowledge ‘access’ refer to?

<p>Children's understanding of the awareness of others. (B)</p> Signup and view all the answers

What significant developmental change occurs between the ages of 3 to 5?

<p>Understanding of mental states (B)</p> Signup and view all the answers

Which behavior is indicative of a child's understanding of their own preferences in relation to another's?

<p>They can differentiate their preferences from others. (D)</p> Signup and view all the answers

What factors correlate with a child's success in false belief tasks?

<p>Executive function and linguistic skills (D)</p> Signup and view all the answers

How does the presence of siblings affect a child's performance in false belief tasks?

<p>Children with siblings pass earlier (D)</p> Signup and view all the answers

In cultures where discussing mental states is taboo, how might this affect children's understanding of mentalism?

<p>They may struggle with mentalistic reasoning (B)</p> Signup and view all the answers

Which of the following is a factor that predicts success in later false belief tasks?

<p>Early family conversations about desires (A)</p> Signup and view all the answers

What is the main focus of the unexpected location task?

<p>Understanding another person's perspective (D)</p> Signup and view all the answers

What do children's spontaneous language examples indicate about their understanding of beliefs?

<p>They can attribute false beliefs to themselves (C)</p> Signup and view all the answers

At what age do children typically begin to understand that another person can have a false belief?

<p>4 years old (C)</p> Signup and view all the answers

What is suggested about false-belief tasks and cultural context?

<p>They are more suitable for children from WEIRD cultures (D)</p> Signup and view all the answers

What role does pretend play have in a child's development of theory of mind (ToM)?

<p>It enhances understanding of mental states (D)</p> Signup and view all the answers

In the unexpected contents task, how do 3-year-olds typically respond when asked what another person will think is inside a deceptive box?

<p>They incorrectly say the real contents (B)</p> Signup and view all the answers

What does the unexpected location task highlight about 3-year-olds' cognitive development?

<p>Their belief in a single reality (C)</p> Signup and view all the answers

Why do 4- to 5-year-olds typically answer 'the cupboard' in the unexpected location task?

<p>They understand another's belief (B)</p> Signup and view all the answers

Which of the following statements correctly describes the behavior of 3-year-olds in the unexpected contents task?

<p>They answer based on their own knowledge only (A)</p> Signup and view all the answers

What common misconception do 3-year-olds display in the unexpected contents task?

<p>They assume everyone knows the truth about the box contents (D)</p> Signup and view all the answers

How do the findings from false belief tasks contribute to our understanding of child development?

<p>They provide insight into children's understanding of beliefs and knowledge (C)</p> Signup and view all the answers

What does inhibitory control refer to in the context of executive function?

<p>The ability to suppress actions or thoughts relevant to the task (D)</p> Signup and view all the answers

How do false belief tasks relate to a child's cognitive development?

<p>They require children to inhibit their knowledge about reality (B)</p> Signup and view all the answers

At what age do children typically start to show improvements in executive control related to inhibitory tasks?

<p>Around age 5 (A)</p> Signup and view all the answers

What happens to children's performance on false belief tasks when the chocolate is eaten or destroyed?

<p>It improves (B)</p> Signup and view all the answers

What was the main focus of the active behavioral helping paradigm in the study by Buttelmann, Carpenter, & Tomasello?

<p>For infants to consider the adult's goal based on their beliefs (A)</p> Signup and view all the answers

What ability did infants demonstrate in the study by Buttelmann, Carpenter, & Tomasello by 18 months of age?

<p>The ability to take into account the adult's belief in helping (A)</p> Signup and view all the answers

In the context of children understanding false beliefs, what is a key factor in their ability to judge others' knowledge?

<p>Knowing the previous location of an object (B)</p> Signup and view all the answers

Which of the following statements best reflects a child's growth in executive control?

<p>It improves due to both the maturation of the brain and practice (A)</p> Signup and view all the answers

Flashcards

Understanding Different Preferences

The ability to understand that others may have different preferences, even if those preferences differ from one's own.

Beliefs Influence Actions

The understanding that people's actions are guided by their beliefs, even if those beliefs are incorrect.

False Belief Tasks

A false belief task assesses a child's ability to recognize that people can have different representations of the same situation, even if those representations are incorrect.

False Belief

A false belief is a belief that does not correspond to reality.

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Mental Representations

The understanding that people have mental representations of the world, which may differ from reality.

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Understanding Different Perspectives

The ability to understand that others may have different information or perspectives than oneself.

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Mind-World Distinction

When a child understands that someone might have a false belief, it demonstrates their ability to understand the difference between mental states and reality.

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Understanding Others' Desires

The ability to understand that someone may have different desires or preferences than oneself.

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Understanding Goals Despite Failure

Understanding that someone may have a goal even if they fail to achieve it.

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Intentional Behavior

Children understand that an adult's behavior is intentional and can be influenced by their intentions.

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Unable

The inability to reach a goal due to an obstacle or lack of physical capability. This often involves the adult trying but failing to achieve something, for example, dropping the toy.

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Unwilling

A deliberate action to withhold or prevent someone from achieving a goal, often done for teasing purposes. This involves the adult deliberately not giving the toy to the child.

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Infants' Reactions to Unwillingness

Infants, around 9 months old or older, become frustrated or impatient when an adult is unwilling to give them a toy, as compared to when the adult is unable to do so.

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Egocentrism in Preferences

Children often assume that everyone shares their preferences for things, believing that everyone likes what they like and dislikes what they dislike.

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Desire

A person's preference or liking for something.

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Unexpected Location Task

In this task, an object is moved to a new location. The child is then asked where another person will look for the object, even though the child knows where it is.

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Unexpected Contents Task

In this task, a container is presented with a misleading appearance. The child is asked what someone else would think is inside the container.

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Understanding the Difference Between Belief and Reality

Children who pass this task demonstrate an understanding that people's actions are guided by their beliefs, even if these beliefs are incorrect.

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3-Year-Olds and False Belief Tasks

Children typically fail these tasks at an early age (around 3-4 years old). They tend to answer based on the current state of the world, not considering what someone else would think.

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4-5 Year-Olds and False Belief Tasks

Children around 4-5 years old begin to pass false belief tasks, showing they understand that others can hold beliefs that differ from their own.

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False Belief Questions

These questions are asked to examine a child's understanding of false beliefs. They require the child to consider another person's perspective.

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Lack of Understanding of False Beliefs

Children who fail false belief tasks do not seem to understand that others can have different beliefs from their own. They often believe that everyone knows the same things they do.

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Inhibitory Control

The ability to control thoughts and actions that are not relevant to the current task.

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Inhibitory Control in Children

Preschoolers develop this skill, which allows them to ignore what they know and focus on what others believe.

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False Belief and Location

Children who can understand that someone else might have a false belief about the location of an object show better performance on these tasks.

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False Belief and Other People

In this type of task, children need to consider what the other person thinks, not just what they know to be true.

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Active Behavioral Helping

The task involves helping someone (an adult) by understanding their belief about where an object is.

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Infants and False Beliefs

Even at 18 months, infants can understand the adult's belief and act accordingly when trying to help them achieve their goal.

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False Belief Condition

A condition in a false belief test where the adult witnessing an object's relocation has incorrect information about its location.

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True Belief Condition

A condition in a false belief test where the adult witnessing the relocation of an object has correct information about its location.

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Helping Adult with False Belief

Children help the adult who has a false belief to understand the correct location of the toy.

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Expecting to Open the Right Box

Children expect the adult who has the true belief about the toy to open the container where it is located.

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Violation of Expectation Paradigm

The paradigm used to study infants' understanding of false belief, where infants' looking times at surprising or unexpected events are measured.

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Theory of Mind

The ability to understand that others have different mental representations of the world, even if those representations are incorrect.

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Support Improves Performance

Research shows that with enough support, children can improve their performance on false belief tasks.

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Mentalistic Understanding

An idea or theory about how the world works, especially in relation to our understanding of what others are thinking and feeling.

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Understanding Beliefs Influence Actions

The understanding that people's actions are guided by what they think, even if those thoughts are wrong.

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Conceptual Change in ToM

A developmental change that occurs between ages 3 and 5, where children gain a more advanced understanding of others' beliefs.

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ToM and Culture

The social, cultural influences on developing an understanding of other people's mental states.

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Executive Function & ToM

A set of skills involved in planning, working memory, and controlling impulses. These skills are related to how well children can understand others' mental states.

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Siblings and ToM

The presence of siblings can help children develop a better understanding of others' mental states.

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Study Notes

Theory of Mind (ToM) Overview

  • ToM is the ability to understand that others have their own beliefs, desires, and intentions.
  • Everyday understanding of others is mentalistic. We consider others' mental states to understand their actions.
  • Beliefs can be true or false. Whether a belief matches reality is important to ToM. This means a belief can be true or false.
  • Children's understanding of mental states is not immediately developed.
  • ToM is a complex skill.

What is Theory of Mind?

  • Understanding others' mental states or psychological states.
  • Perspective-taking, putting oneself in the others' shoes.
  • Mind-reading, inferring others' thoughts and feelings.

Mental States

  • Goals/intentions and desires drive actions.
  • People with differing goals/intentions act differently.
  • Understanding perception and knowledge access.
  • Visual perspective-taking: Understanding what others can see.
  • "Seeing" is not the same as "knowing" (different perspectives about the same thing).
  • Beliefs are representations of reality (Can be true or false).
  • True belief - accurate representation.
  • Ignorance - unaware of reality.
  • False belief - inaccurate representation.
  • Second-order beliefs - beliefs about others' beliefs.

Goals and Intentions

  • Unsuccessful actions help explore agents' goals.
  • Infants observe and react to the intentional behaviors of adults.
  • 9 -18-month olds show different responses when adults are unwilling vs trying but unable to hand them a toy
  • Infants adjusted their behavior in response to the intentional actions of the experimenters.

Understanding Others' Intentions

  • Clumsy/Unable (related to understanding accidental actions).
  • Tease/Unwilling (relating to understanding deliberate actions).

Desires

  • Children tend to assume others' likes and dislikes parallel their own.
  • Children younger than age 2 tend to present what they like.
  • Children around age 2 start to understand that others have different desires.

Perception & Knowledge "Access"

  • 12-month-olds demonstrate looking for objects hidden out view.
  • 24-month-olds demonstrate assisting adults in finding objects.
  • Understanding others' limited perception vs. their own.

Beliefs: True vs. False

  • People act on their beliefs, but beliefs may not match reality.
  • False-belief tasks assess if children can realize others might have inaccurate beliefs about a situation.
  • Children's understanding of others' false beliefs is a key part of developmental change in ToM.

False Belief Tasks

  • Unexpected location task (e.g., Maxi's chocolate task).
  • Unexpected contents/identity task (e.g., Smarties task).

Implicit vs. Explicit ToM

  • Explicit ToM: conscious track of others' mental states (assessed using interviews with older children).
  • Implicit ToM: unconscious tracking of others' mental states (assessed with infants, using looking time studies).

Is it "competence" or "performance"?

  • Different models to explain ToM.
  • Conceptual change model (wellman, Cross, Watson 2001)
  • Competence model (critique of conceptual change model)
  • Maturation model (nativist)

Conceptual Change Models

  • Children's early ToM are about desires.
  • Understanding of the internal states of others includes goals, intentions, and perception/knowledge.
  • Child's representation of reality changes to include internal states and beliefs.

Competence Models

  • Traditional false belief tasks underestimate ability in young children because of task demands.
  • Issues with task complexity.
  • Meaning of questions within the tasks.
  • Salience of mental states.

Wording of the Question

  • How the wording of a question affects how well 3-year-olds perform on false belief tasks.
  • Different wording can sometimes aid children in successful response.

Deception

  • Children's strategies to deceive experimenters to win the game.
  • Different types of false trails.
  • Children adapt to how others are trying to deceive or be deceived.

Inhibitory Control

  • Importance of controlling certain thoughts.
  • False belief tasks require inhibiting existing knowledge to respond to the question.
  • Suggests the ability to control one's thoughts develops over time.

Consistent Results

  • Behavioral paradigm to observe if infants consider adult's belief.
  • Infants as young as 18 months display a form of mind-reading and consider others’ beliefs in their interactions.

Consistent Results

  • False Belief condition (adult unaware) vs True Belief condition (adult aware).
  • Observations help determine the goal of the adult.

Consistent Results (Onishi & Baillargeon 2005)

  • Implicit ToM and false belief tasks with 15 - month olds.
  • Nonverbal "Violation of expectation" paradigm
  • True belief condition and false belief condition results

Conclusion: False Belief Tasks

  • Summary of the different factors that determine whether children succeed on a false belief task.
  • Scaffolding can help children perform better if the task is modified or worded differently.
  • There is a developmental change in children's ability to deal with others' false beliefs.
  • ToM ability does appear to develop.

Beyond False Belief Tasks

  • Being able to attribute a false belief is just one part of our understanding of other's minds.
  • Naturalistic interactions in which children perform well.
  • The correlation between false belief understanding and other abilities as executive function, language skills.
  • Importance of predicting the success of false belief tasks using family conversations.

Is ToM a Universal Ability

  • Are false-belief tasks appropriate for all cultures?
  • The tests may not be appropriate for some cultural settings.
  • Variation is possible in developmental trajectories concerning ToM.

Is ToM a Uniquely Human Ability?

  • Primates can perceive others as goals-oriented.
  • Primates can track what others know.
  • Primates are not as successful in cooperative interactions as human children to act on others' false beliefs.
  • Chimps do not display false belief understanding to the same extent as human children.

Summary of study notes

  • A comprehensive description of theory of mind.
  • Methods to measure ToM.
  • Children's and primate's ability to understand intentions and others' beliefs.

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Lecture 10 Developmental Psychology PDF

Description

This quiz explores infant behavior in response to adult intentions, focusing on studies by Behne, Carpenter, Call, & Tomasello (2005). It examines how infants differentiate between an unwilling adult and an unable adult, their understanding of desires, and reactions to goal-directed actions. Delve into the nuances of infant cognitive development and social understanding.

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