The Development of Knowing

Chandler, Michael J.; Birch, Susan

doi:10.1002/9780470880166.hlsd001019

Cited by 2 publications

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“…The theoretical starting point is children's developing theory of mind because, it is argued, understanding the distinction between an individual’s belief and the objective situation is a prerequisite for reasoning (Kuhn & Pearsall, 2000). Understanding that the same reality may be perceived differently by different people gives children working together an incentive to take one another’s perspective to reach agreement (Chandler & Birch, 2010; Iordanou, 2010, 2016).…”

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confidence: 99%

The Early Ontogeny of Reason Giving

Köymen

Tomasello

2020

Child Dev Perspectives

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The key context within which preschool children learn to justify beliefs with reasons is collaborative problem‐solving and decision‐making with peers, including in the moral domain, in which they engage with another coequal mind in a cooperative spirit. Evidence for this proposal comes from recent studies in which children demonstrated sensitivity to the common ground assumptions they shared with their peer partners in decision‐making, as well as an ability to provide reasons relevant to their shared understanding. Training studies suggest that discourse with others about reasons for beliefs provides children with the appropriate learning experiences. Internalizing this communicative process may be crucial for individual deliberative reasoning.

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confidence: 99%

The Early Ontogeny of Reason Giving

Köymen

Tomasello

2020

Child Dev Perspectives

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“…We, as humans, use ToM in virtually every social interaction. These abilities profoundly affect our social-emotional health, provide the foundation for moral regard and empathic concern for others, reduce prejudice and cultural intolerance, promote prosocial behavior and social competence, and predict academic achievement and better quality of life indices (for reviews see Capage and Watson, 2001 ; Chandler and Birch, 2010 ; Smith and Rose, 2011 ). Unfortunately, our current assessment tools limit our understanding of ToM and its correlates.…”

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confidence: 99%

Outcome Knowledge and False Belief

2016

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Virtually every social interaction involves reasoning about the perspectives of others, or ‘theory of mind (ToM).’ Previous research suggests that it is difficult to ignore our current knowledge when reasoning about a more naïve perspective (i.e., the curse of knowledge). In this Mini Review, we discuss the implications of the curse of knowledge for certain aspects of ToM. Particularly, we examine how the curse of knowledge influences key measurements of false belief reasoning. In closing, we touch on the need to develop new measurement tools to discern the mechanisms involved in the curse of knowledge and false belief reasoning, and how they develop across the lifespan.

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The Development of Knowing

Cited by 2 publications

References 167 publications

The Early Ontogeny of Reason Giving

The Early Ontogeny of Reason Giving

Outcome Knowledge and False Belief

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