• Title/Summary/Keyword: 틀린 믿음

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Brain Activation During False-Belief Task Performance in Korean Healthy Adults: An fMRI Study (한국 정상 성인의 틀린 믿음 과제 수행 시의 뇌 활성화: fMRI 연구)

  • Park, Min;Lee, Seung-Bok;Kim, Min-Jung;Jung, Hyo-Sun;Jeong, Woo-Rim;Yoon, Hyo-Woon;Ghim, Hei-Rhee
    • Korean Journal of Cognitive Science
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    • v.19 no.4
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    • pp.397-417
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    • 2008
  • We applied fMRI to examine brain activation during false-belief task in Korean healthy adults. In the first experiment, brain areas including bilateral precuneus, temoporo-parietal junction, left inferior parietal lobule, posterior cingulate, middle frontal gyrus were found during first -order false-belief task. In the second experiment, the left middle frontal gyrus, medial frontal gyrus and right precuneus, middle frontal gyrus, temoporo-parietal junction were activated during second-order false-belief task. These results are compatible with the suggestions that the ways in which adults understand theory of mind stories are universal.

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Children's Understanding of Various Mental States and False-Belief by Types of Tasks (유아의 다양한 마음 상태에 대한 이해 발달과 과제 유형에 따른 틀린 믿음 이해)

  • Song, Young Joo
    • Korean Journal of Child Studies
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    • v.29 no.1
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    • pp.257-273
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    • 2008
  • This study examined the development of children's theory of mind by types of false-belief tasks and various mental states. Seventy six 3-, 4-, 5- and 6-year olds were asked to infer others' minds or choose other's behaviors. Ten tasks, including two picture book tasks, were used to tap the children's understanding of various mental states. Results showed that children did well in their understanding of diverse perception and desire, but they did poorly in emotional inference based on false-belief, and second order false-belief. Children performed better in picture book tasks than in classical tasks for the understanding of false-belief and false-belief based emotion.

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Reationships between Mindreading, Popularity, and Friendship in Preschool Children (아동의 틀린 믿음 및 정서이해 능력과 인기도 및 친구관계의 관련성)

  • Shin, Yoo-Lim
    • Journal of the Korean Home Economics Association
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    • v.43 no.8 s.210
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    • pp.13-23
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    • 2005
  • The purpose of this study was to examine the relationship between mind understanding, popularity, and friendship of preschool children. A total 1444-and 5-year old children participated in this study. The children were assessed on false belief, emotion understanding, language skill, and popularity in peer groups. Their teachers rated the children's friendship qualities. Significant differences in mind understanding based on social status and friendship status were found. Popularity, number of mutual friend, PPVT, and positive interaction between friends were found to be significant predictors of children's mind understanding.

The Development of False Beliefs and Concepts of Pretense in Young Children (유아의 가장 개념과 틀린 믿음 이해의 발달 및 그 상호관계 연구)

  • Lee, Jongsook;Lee, Young Ja;Shin, Eunsoo
    • Korean Journal of Child Studies
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    • v.23 no.4
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    • pp.1-20
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    • 2002
  • The subjects of this study of the development of concepts of pretense and of false beliefs were 168 3-, 4-, 5-, and 6-year-olds. There were 2 significant main effects for age and type of task both for pretend and false belief tasks. The older children performed pretend tasks and false belief tasks at a higher level than the younger children. Performance on pretend tasks was higher with alternatives than without them. On false belief tasks, there were differences in performance among the change of location, the change of content and the second order false belief tasks. Correlations between understanding of pretense and false beliefs were relatively high. These results suggest that the relationship between children's understanding of pretense and false belief varied by types of tasks.

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3- and 4-Year-Old Children's Understanding of the Theory of Mind : False Belief, Perspective Taking, and Intention (3세와 4세 유아의 마음에 대한 이해 : 틀린 믿음, 조망 수용, 의도를 중심으로)

  • Han, Yoo Jin;Kang, Min Jung;Dan, Hyun Kook
    • Korean Journal of Child Studies
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    • v.27 no.3
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    • pp.255-270
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    • 2006
  • The present study applied the research of Endres(2003) to investigate understandings of theory of mind by 3- and 4-year-olds based on false belief, perspective taking, and intention. Participants were 86 3- and 96 4-year-old children in three kindergartens. Individual interviews were conducted for each task. Results showed that 4-year-olds scored higher than 3-year-olds on all three variables. Both 3- and 4-year-olds scored highest on perspective taking and lowest on intention. These results suggest that children's understandings of the theory of mind are still developing between 3 and 4 years of age and that their understanding of intention develops more slowly than false belief and perspective taking.

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The Moral Judgment and Justification Reasoning in terms of Aggressive Behavior by 3, 4 and 5 Year Olds : The Relationship to Children's False Belief Understanding (3, 4, 5세 유아의 공격행동에 대한 도덕 판단 및 정당화 추론과 틀린믿음 이해와의 관계)

  • Kim, Yu Mi;Yi, Soon Hyung
    • Korean Journal of Child Studies
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    • v.35 no.3
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    • pp.49-69
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    • 2014
  • The purposes of this study were (1) to investigate children's moral judgment, justification reasoning in terms of aggressive behavior, and (2) it examined the relationship to false belief understanding. Children aged between 3 to 5 years(N = 120) participated in this study. Each child was interviewed individually and responded questions designed to measure his/her moral judgment and justification reasoning and false belief understanding. The 12 pictorial tasks consisted of selfish and altruistic intentions and three different types of acts (physical, verbal, relational) as responses to aggressive behavior. The results indicated that the kind of moral judgment used was different according to the intention and the types of acts. There were significant differences in children's justification reasoning according to the age and the types of acts. There was a positive relationship between false belief understanding and moral judgment, justification reasoning. This paper also provided a detailed discussion of the results and recommendations in the context of more general cognitive developmental changes.

False Belief Understanding and Justification Reasoning according to Information of Reality amongst Children Aged 3, 4 and 5 (현실에 대한 정보가 3, 4, 5세 유아의 틀린 믿음 과제 수행 및 정당화 추론에 미치는 영향)

  • Kim, Yumi;Yi, Soon Hyung
    • Korean Journal of Child Studies
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    • v.36 no.5
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    • pp.135-153
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    • 2015
  • The purpose of this study was to investigate false belief understanding and justification reasoning according to information of reality amongst children aged 3, 4 and 5. Children aged 3 to 5 years (N = 176) participated in this study. Each child was interviewed individually and responded to questions designed to measure his/her false belief understanding. Every child responded to the false belief task under two different information conditions of reality(reality known vs reality unknown). For more specific analysis, children's reasoning responses were also recorded. The major findings of this study are as follows. Children could understand false belief more easily under reality unknown conditions. Specifically, the influences of information conditions were crucial to 3-year-olds but not to 4- and 5-year-olds. Although 3 year olds were able to avoid the systematical errors inherent in the false belief task, they still did not understand the false belief itself. This study provides specific aspects of false belief understanding and its relevance to general changes in cognitive development.

Understanding of mind and social skills in adolescents (청소년의 마음이해 능력과 사회적 능력)

  • Hyeon Ok Choi;Hei Rhee Ghim
    • Korean Journal of Culture and Social Issue
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    • v.14 no.1
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    • pp.1-18
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    • 2008
  • The present study was to investigate the developmental change of adolescent's theory of mind. In addition, the relations between theory of mind and the social competence were investigated. Sixty students in each the 6th and 8th grade group were participated in this study. Adolescents' understanding of mind were measured by four kinds of mindreading tasks; the second-order false belief tasks, understanding the ambiguous social behaviors tasks, understading the hidden meaning of a figurative statement tasks, and the "faux pas" tasks. Social skills were measured by social skill scales. Eighth graders performed better than the 6th graders on the understanding the ambiguous social behaviors tasks and faux pas tasks but not on the second-order false belief tasks and understanding the hidden meaning of figurative statement tasks. The results suggests that the mindreading ability continues to develop during the adolescence, especially the ability to interpret others' ambiguous social behaviors by reading their mental states and the ability to understand that a person says a faux pas it is due to a mistaken belief. In addition, the understanding the ambiguous social behaviors tasks was found to be the best task to predict social behaviors. The results suggests that the mindreading ability would be a significant explanatory factor on social competence.

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Children's Implicit Understanding about Theory of Mind (마음이론에 대한 아동의 암묵적 이해)

  • Hahn, Eun Joo;Choi, Kyoung Sook
    • Korean Journal of Child Studies
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    • v.29 no.1
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    • pp.103-113
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    • 2008
  • This study examined the difference in children's performance between two types of task by the number of protagonists and children's implicit understanding of false-belief. The implicit measure by eye gaze was contrasted with children's explicit answers to the experimenter's question about where the protagonist would look for an object. Results showed there was no difference according to the task type by number of protagonists. On false-belief, 2- and 3-year-olds showed low performance compared with 4-year-olds on explicit responses. On implicit responses, 3- and 4-year-olds out-performed 2-year-olds. These results suggest that implicit understanding precedes explicit understanding.

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Study on the Relationship Among Children's Theory of Mind, Social Competence, and Emotional Intelligence (유아의 마음이론, 사회적 능력, 그리고 정서 지능 간의 관련성 연구)

  • Ahn, Hyo Jin;Kim, Sang Lim;Lee, Si Ja
    • Korean Journal of Childcare and Education
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    • v.8 no.5
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    • pp.179-202
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    • 2012
  • This study examined the relationship among children's theory of mind, social skills, and emotional intelligence. A total of 76 five-year old children in the Seoul area participated in this study. Children were tested on three different type of theory of mind tasks and teachers rated their children's emotional intelligence and social competency. SPSS 18, t-test, correlation analysis, and step-wise of multilateral regression were performed for data collection. The results were as follows: First, 40.8% of participants passed the task of theory of mind. There were significant differences in total score of theory of mind, social competence skills, and emotional intelligence between successors and failures. Second, by gender, there were significant differences in total score of theory of mind, social competence skills, and emotional intelligence. Third, there was a relationship between theory of mind and social competence skills, social competence skills and emotional intelligence, and theory of mind and emotional intelligence.