Journal article
C. Hoyos, W. Horton, D. Gentner
Annual Meeting of the Cognitive Science Society, 2015
Annual Meeting of the Cognitive Science Society, 2015
Semantic Scholar
DBLP
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APA
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Hoyos, C., Horton, W., & Gentner, D. (2015). Analogical comparison aids false belief understanding in preschoolers. Annual Meeting of the Cognitive Science Society.
Chicago/Turabian
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Hoyos, C., W. Horton, and D. Gentner. “Analogical Comparison Aids False Belief Understanding in Preschoolers.” Annual Meeting of the Cognitive Science Society (2015).
MLA
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Hoyos, C., et al. “Analogical Comparison Aids False Belief Understanding in Preschoolers.” Annual Meeting of the Cognitive Science Society, 2015.
BibTeX Click to copy
@article{c2015a,
title = {Analogical comparison aids false belief understanding in preschoolers},
year = {2015},
journal = {Annual Meeting of the Cognitive Science Society},
author = {Hoyos, C. and Horton, W. and Gentner, D.}
}
Abstract
Analogical comparison has been found to promote learning across many conceptual domains. Here, we ask whether this mechanism can facilitate children’s understanding of others’ mental states. In Experiment 1, children carried out comparisons between characters’ thoughts and reality and between characters with true beliefs vs. those with false beliefs. Children given this training improved from preto post-test. In Experiment 2, we used a more minimal comparison technique. Children saw a series of three stories involving true or false beliefs. There were two betweensubjects conditions that either facilitated (High Alignability) or impeded (Low Alignability) comparison across stories. We found that children made more gains from preto post-test in the High Alignability condition than in the Low Alignability condition. We also found effects of production of mental state verbs, as assessed in an Elicitation Task. These results provide evidence for the role of analogical comparison in theory of mind development.
