Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction.

By Alison Gopnik, Janet Wilde Astington. 1988

Subfields: Cognitive Science & Psychology

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Citations in the corpus

Neural Theory-of-Mind? On the Limits of Social Intelligence in Large LMs (2022, methodology): “For example, future work could make use of the “unexpected content” task (Gopnik and Astington, 1988) or the “George Washington University Social Intelligence Test” (Hunt, 1928) to measure the social intelligence of LLMs. Finally, the focus on English language LLMs and benchmarks for Theory of Mind…”
Evaluating Theory of Mind in Question Answering (2018, methodology): “Grant et al. (2017) created a bAbistyle dataset inspired by an influential experiment on the theory of mind called the Sally-Anne task (e.”
Machine Theory of Mind (2018, background): “…that we recognise that other agents do not base their decisions directly on the state of the world, but rather on an internal representation of the state of the world (Leslie, 1987; Gopnik & Astington, 1988; Wellman, 1992; Left: ToMnet’s prediction for an agent with e char at the one cluster mean.”
Maternal reminiscing, elaborative talk, and children’s theory of mind: An intervention study (2013, background): “For the unexpected contents task (Gopnik & Astington, 1988), the researcher showed children a closed crayon box and asked if they knew what was inside the box.”
Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding. (2007, methodology): “In a variant of the unexpected-identity task (Gopnik & Astington, 1988), developed from Flavell’s (1986) appearancereality task, children are shown an object or picture that looks like one thing but is really something else, and the child is asked what another person will think the object or…”
The effects of bilingualism on theory of mind development (2003, background): “The ability tested in all of them is an awareness that there are different ways of “representing”, that the same object or event can be represented in different ways by the same person and by different people (Flavell, Green and Flavell, 1986; Gopnik and Astington, 1988).”
Cognitive and Emotional Aspects of Self-Regulation in Preschoolers. (2007, methodology): “Following the procedures of Gopnik and Astington (1988) and Carlson and Moses (2001), participants were shown a PlayDoh box and asked, “What do you think is in this box?””
How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory (2002, methodology): “In the Contents False Belief task, following the procedure of Perner et al. (1987) and Gopnik and Astington (1988), children were shown a Band-Aid box and asked what they thought was inside.”
Psychological and Sociomoral Reasoning in Infancy (2014, background): “This developmental pattern (from below-chance to above-chance performance) was confirmed with elicited-response tasks testing different false beliefs, such as false beliefs about expected contents (e.g., Gopnik & Astington, 1988; Perner, Leekam, & Wimmer, 1987).”