Making sense of early false-belief understanding

Making sense of early false-belief understanding. Helming, K. A., Strickland, B., & Jacob, P. Trends in Cognitive Sciences, 18(4):167–170, April, 2014.

Paper doi abstract bibtex

We address the puzzle about early belief ascription: young children fail elicited-response false-belief tasks, but they demonstrate spontaneous false-belief understanding. Based on recent converging evidence, we articulate a pragmatic framework to solve this puzzle. Young children do understand the contents of others’ false belief, but they are overwhelmed when they must simultaneously make sense of two distinct actions: the instrumental action of a mistaken agent and the experimenter's communicative action.

@article{helming_making_2014,
	title = {Making sense of early false-belief understanding},
	volume = {18},
	issn = {1364-6613},
	url = {http://www.sciencedirect.com/science/article/pii/S1364661314000229},
	doi = {10.1016/j.tics.2014.01.005},
	abstract = {We address the puzzle about early belief ascription: young children fail elicited-response false-belief tasks, but they demonstrate spontaneous false-belief understanding. Based on recent converging evidence, we articulate a pragmatic framework to solve this puzzle. Young children do understand the contents of others’ false belief, but they are overwhelmed when they must simultaneously make sense of two distinct actions: the instrumental action of a mistaken agent and the experimenter's communicative action.},
	number = {4},
	urldate = {2018-05-28},
	journal = {Trends in Cognitive Sciences},
	author = {Helming, Katharina A. and Strickland, Brent and Jacob, Pierre},
	month = apr,
	year = {2014},
	pages = {167--170}
}

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