Understanding of ambiguity in 5-year-old children in the context of the development of theory of mind
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RIS BIB ENDNOTERozumienie dwuznaczności przez dzieci pięcioletnie w kontekście rozwoju wiedzy o umyśle
Publication date: 2009
Developmental Psychology, 2009, Volume 14, Issue 2, pp. 83 - 93
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Rozumienie dwuznaczności przez dzieci pięcioletnie w kontekście rozwoju wiedzy o umyśle
Understanding of ambiguity in 5-year-old children in the context of the development of theory of mind
Research studies on ambiguity are related to different areas – communication, language and processing of perceptual stimuli. Results obtained from most research show that children under the age of six can neither react dequately to ambiguous linguistic or visual stimuli nor understand ambiguous statements.
A hypothesis about the relation between understanding ambiguity and the development of the knowledge about the mind was proposed after an analysis of existing experimental data. Four different tasks testing the understanding of ambiguity had been used and it was found out that their level of difficulty varied. There was no connection between the performance in solving tasks of different types. The relation between the understanding of ambiguity and the development of the knowledge of mind was indicated. Children performed better in false beliefs test than in tasks testing their understanding of ambiguity. There was a correlation between performance in particular tasks testing the understanding of false beliefs and tasks testing the understanding of ambiguity.
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Information: Developmental Psychology, 2009, Volume 14, Issue 2, pp. 83 - 93
Article type: Original article
Titles:
Rozumienie dwuznaczności przez dzieci pięcioletnie w kontekście rozwoju wiedzy o umyśle
Understanding of ambiguity in 5-year-old children in the context of the development of theory of mind
Jagiellonian University in Kraków, Gołębia 24, 31-007 Kraków, Poland
Published at: 2009
Article status: Open
Licence: None
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