Abstract
Children's concurrent success on false belief tasks and their handling of two labels for one object (e.g., bunny/rabbit) has been interpreted as demonstrating understanding about the essential features of representation. Three experiments reveal the limitations in 5-year-olds' understanding for both mental and linguistic representations. We report relatively poor performance on a task involving two labels for one object (e.g., dice/eraser) which required children to treat another's knowledge as representing only some of the feature of its real referent: Dice but not eraser. Five year olds who made errors also had difficulty handling the fact that a written word 'dice' referring to such a dice/eraser, can also be applied, to a standard dice but not to a standard eraser. These children lacked metalinguistic awareness of words as entities that both refer and describe. (C) 2002 Elsevier Science (USA). All rights reserved.
Original language | English |
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Pages (from-to) | 53-75 |
Number of pages | 23 |
Journal | Journal of Experimental Child Psychology |
Volume | 83 |
Issue number | 1 |
Publication status | Published - 1 Sept 2002 |
Keywords
- representations
- theory of mind
- metalinguistic awareness