Search

Your search keyword '"Lane, Jonathan D."' showing total 2 results
Start Over Author "Lane, Jonathan D." Search Limiters Full Text Topic comprehension
2 results on '"Lane, Jonathan D."'

1. Observant, Nonaggressive Temperament Predicts Theory of Mind Development

Author

Wellman, Henry M., Lane, Jonathan D., LaBounty, Jennifer, and Olson, Sheryl L.

Subjects
Male, Theory of Mind, Article, Aggression, Child Development, Personality Development, Social Perception, Child, Preschool, Surveys and Questionnaires, Humans, Female, Interpersonal Relations, Comprehension, Social Behavior, Temperament
Abstract

Temperament dimensions influence children’s approach to and participation in social interactive experiences which reflect and impact children’s social understandings. Therefore, temperament differences might substantially impact theory of mind development in early childhood. Using longitudinal data, we report that certain early temperament characteristics (at age 3) – lack of aggressiveness, a shy-withdrawn stance to social interaction, and social-perceptual sensitivity – predict children’s more advanced theory-of-mind understanding two years later. The findings contribute to our understanding of how theory of mind develops in the formative preschool period; they may also inform debates as to the evolutionary origins of theory of mind.

Published
2011

2. Children's Understanding of Ordinary and Extraordinary Minds.

Author

Lane, Jonathan D., Wellman, Henry M., and Evans, E. Margaret

Subjects
*COMPREHENSION in children, *PRESCHOOL children, *SENSORY perception, *GIFTED persons, *INTELLECT, *COMPREHENSION
Abstract

How and when do children develop an understanding of extraordinary mental capacities? The current study tested 56 preschoolers on false-belief and knowledge-ignorance tasks about the mental states of contrasting agents-some agents were ordinary humans, some had exceptional perceptual capacities, and others possessed extraordinary mental capacities. Results indicated that, in contrast to younger and older peers, children within a specific age range reliably attributed fallible, human-like capacities to ordinary humans and to several special agents (including God) for both tasks. These data lend critical support to an anthropomorphism hypothesis-which holds that children's understanding of extraordinary minds is derived from their everyday intuitive psychology-and reconcile disparities between the findings of other studies on children's understanding of extraordinary minds. [ABSTRACT FROM AUTHOR]

Published
2010
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results