• 아동학회지
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• 제36권5호
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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.

• 아동학회지
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• 제23권4호
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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.

• 아동학회지
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• 제29권1호
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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.

• 아동학회지
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• 제35권3호
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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.

• 아동학회지
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• 제24권4호
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• pp.15-27
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• 2003

The subjects were individually presented with the Maxi-doll task to examine false belief and with the flower-star (Stroop-like day-night) test to examine inhibitory control skill. In the $1^{st}$ session, the subjects were tested with both the Maxi tesk and the flower-star test. Three days later, subjects were retested with the Maxi task, including an inhibitory cue. Data were analyzed by 3-way ANOVA, age(2) $\times$ inhibitory level(2) $\times$ task type(Maxi-task or Maxi-including cue). All the main effects were significant and the interaction effect between inhibitory level and task type was also significant. Thus, their understanding of the mind and inhibitory control skill both influence children's performance on a typical false belief task.

• 아동학회지
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• 제27권3호
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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.

• 한국HCI학회논문지
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• 제9권2호
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• pp.33-40
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• 2014

신제품/서비스를 설계함에 있어 해당 제품 혹은 서비스가 제공하여야 할 기능을 선정하는 것(feature selection)은 디자이너의 매우 어려운 의사결정 문제이지만, 기존 방법론들은 특정 제품-서비스에 대한 사용자의 니즈를 효과적으로 파악하기에는 한계점이 있다. 특히 기존의 선호도 서베이를 통한 방법은 사용자의 멘탈모델에 대한 분석에 기반하지 않기에 기능과부화(feature creep) 현상의 한 원인으로 지적되고 있다. 본 연구는 사용자에게 새로운 기능을 제공할 경우(혹은 제공된 기능을 제거해야 할 경우), 그 기능으로부터 추론되는 제품-서비스의 멘탈모델을 탐지하는 새로운 기법인 'False belief technique'을 제안하고, 이를 통해 디자이너의 기능 선정(feature selection) 의사결정에 활용될 수 있도록 하고자 한다.

• 인지과학
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• 제19권4호
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• pp.397-417
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• 2008

본 연구에서는 기능적 자기공명영상 기법을 이용하여, 정상 성인이 한국어 틀린 믿음 과제를 수행하는 동안 활성화되는 뇌 영역을 알아보고자 하였다. 실험 1에서 일차 틀린 믿음 과제를 수행하는 동안 양측 설전소엽과 측두-두정 인접부, 좌반구의 하두정소엽, 후측 대상회, 중전두회 등의 뇌 활성화가 관찰되었다. 실험 2에서 이차 틀린 믿음 과제를 수행하는 동안에는 좌반구의 중전두회와 내전두회와 우반구의 설전소엽, 중전두회, 측두-두정 인접부 영역이 활성화되었다. 이런 결과는 성인이 마음이론 이야기를 이해하는 방식은 보편적임을 시사하는 것이다.

• 아동학회지
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• 제29권1호
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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.

• 대한가정학회지
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• 제43권8호
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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.