In Experiment 1, we examined whether three interview styles used by the police, accusatory, information-gathering and behaviour analysis, reveal verbal cues to deceit, measured with Criteria-Based Content Analysis (CBCA) Reality Monitoring (RM) methods. A total of 120 mock suspects told truth or lied about a staged event were interviewed police officer employing one these styles. The results showed that accusatory interviews, which typically result in making short denials, contained fewest...

An implicit understanding of false belief indicated by anticipatory looking has been shown to be significantly correlated with performance on explicit false-belief tasks in 3- and 4-year-old children (Low, 2010). Recent evidence from infant research indicates, however, that guides infants' expectations about goal-directed actions even the second year life. The present study presents data a sample N= 70 infants who were tested longitudinally at 15, 18, 30, 36 48 months Theory Mind measures,...

This study examined longitudinal relations between early measures of prosocial action in infancy as well cognitive and social-cognitive abilities, the sharing behaviour preschool children. The results reveal delay-of-gratification at 24 months inhibitory control 30 months, children’s 5 years. Moreover, analyses showed specific distress understanding with friends, a relation goal encoding 7 disliked other Yet, there were no prosociality sharing. support view that competencies abilities play...

Theories of social-cognitive development have attributed a foundational role to declarative joint attention. The present longitudinal study 83 children, who were assessed on battery tasks at multiple measurement points from the age 12 50 months, tested predictive model theory mind (false-belief understanding). Thereby, declarative, but not imperative, point production predicted false-belief understanding months. Predictive relations, which remained significant beyond influence child gender...

Abstract The current study investigated the relationship between mother–child interaction quality and infants' ability to interpret actions as goal‐directed at 7 months in a sample of 37 dyads. Interaction was assessed free play using two distinct methods: one overall affective ( emotional availability ), focused on mother's proclivity treat her infant an intentional agent mind‐mindedness ). Furthermore, human assessed. Analyses revealed that only maternal availability, not mind‐mindedness,...

Developmental continuity between infants' understanding of intentional agency (goals, beliefs, and desires) young children's attributions moral intentions were studied in a 4-year longitudinal study (N = 77 children). First, goal encoding at the age 7 months implicit false belief 18 predictive an accidental transgressor's 5 years. Second, 24-month-olds' subjective desires was ability to understand These correlations remained significant when controlling for gender verbal IQ. findings support...

To assess predictive relations between joint attention skills, intention understanding, and mental state vocabulary, 88 children were tested with measures of comprehension gaze referential pointing, as well the production declarative gestures imperative gestures, at ages 7-18 months. Infants' intention-based imitation skills assessed 12, 15, 18 At 24 36 months, toddlers' internal lexicon was evaluated by parents a German adaptation Mental State Language Questionnaire (Olineck &...

Abstract The present longitudinal study investigated the relative importance of emotional availability (EA) in 56 mother–child dyads when child was 7 months and four‐year old as predictors child's Theory Mind at 4 years while controlling for early maternal mind‐mindedness (MM). Dyadic EA predicted Mind, even temperamental cognitive characteristics well dyadic MM. Results indicate specific high connectedness between mothers infants preschoolers' development.

Zusammenfassung. Die von Wellman und Liu (2004) für den englischsprachigen Raum entwickelte “Theory of Mind“-Skala wurde in einer Übersetzung ( Hofer & Aschersleben, 2004 ) an Stichprobe 107 3- bis 5-jährigen Kindern validiert. Sowohl die Annahme einheitlichen konzeptuellen Progression als auch Skalenpassung konnten repliziert werden. Abweichend fand sich ein Effekt der Aufgabenfolge mit besseren insgesamt besserer Performanz bei nach Schwierigkeit ansteigender Präsentation. Insgesamt...

Children's talk about the mind has been scarcely studied in non‐English speakers. For this reason, longitudinal study documents age‐related changes German‐speaking children's internal state language. At 24, 30 and 36 months, children were administered general language tests their vocabulary levels obtained via parental report. The developmental transition from a rich physiological, perceptual desire terms to wider range of mental concepts confirmed previous research with French‐speaking...

Pointing plays a central role in preverbal communication. While imperative pointing aims at influencing another person's behavior, declarative gestures serve to convey epistemic information and share interest an object. Further, the latter are hypothesized be precursor ability of language. So far, little is known about their underlying brain maturation processes. Therefore, present study investigated relation between processes production motives as well language N = 32 infants. EEG coherence...

In a longitudinal study ( N = 54), we investigated the developmental relation between children’s implicit and explicit theory of mind executive functions. We found that false belief understanding at 18 months was correlated with 4 to 5 years age, latter being closely related second-order age. Also, replicating number studies, first- understanding, in contrast were functioning. This indicates functions play role standard tasks, but not understanding. argue spontaneous, does require conscious...

Recent studies suggest that there appears to be a similar developmental sequence in the understanding of mental states both internal-state language and standard theory-of-mind tasks. These findings possible relations between children's ability talk think about mind. Two experiments investigated concurrent vocabulary abilities 30-month-old toddlers. In Experiment 1, was significantly specifically related their others' visual emotional perspectives less strongly desire understanding. 2...

In the past year, an unprecedented climate movement has risen among European youth, so-called "Fridays4Future" (F4F). Thousands of pupils skip school every Friday to protest for better politics. The public debate on protests contains highly mixed reactions, including praise as well condemnation. Recent theoretical accounts propose that people's engagement in community service and actions towards a greater good could be related their moral identity. Moral identity (MI) is defined extent which...

The aim of this study was to investigate if children's early responsiveness toward social partners is developmentally related their growing concept self, as reflected in mirror self-recognition (MSR) and delayed (DSR). Thus, a longitudinal assessed infants' (e.g., smiling, gaze) during the still-face (SF) task imitation game it emerging MSR DSR. Thereby, children were tested at regular time points from 9 months 4 years age. Results revealed significant predictive relations between partner SF...

Recent metacognitive research using a partial knowledge task indicates that firm understanding of ‘knowing about knowing’ develops surprisingly late, at around 6 years age. To reveal the mechanisms subserving this development, was used in longitudinal study with 67 children (33 girls) as an outcome measure 5;9 (years;months). In addition, first‐ and second‐order false belief assessed 4;2, 5;0, 5;9. At 2;6, perspective taking executive abilities were evaluated. Metacognition correlated...

Abstract Both theory of mind (ToM) and executive functioning have been related to children's academic abilities. In a longitudinal study with 112 children, we investigated the influence these two abilities on math reading performance at 7 years age. We found that was predicted by concurrent working memory as well preschool numerical ToM. Reading verbal IQ 6 years. This corroborates earlier research demonstrating importance (working memory) ToM for later argue may be an important...