Theory of mind selectively predicts preschoolers’ knowledge‐based selective word learning |
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| Authors: | Patricia Brosseau‐Liard Danielle Penney Diane Poulin‐Dubois |
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| Affiliation: | 1. School of Psychology, University of Ottawa, Canada;2. Psychology Department, Concordia University, Montreal, Quebec, Canada |
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| Abstract: | Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory‐of‐mind skills and selective learning. We hypothesized that high performance on theory‐of‐mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non‐epistemic attribute). Three‐ and 4‐year‐olds (N = 65) completed two selective learning tasks, and their theory‐of‐mind abilities were assessed. As expected, performance on a theory‐of‐mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning. |
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| Keywords: | selective learning word learning trust knowledge accuracy strength theory of mind |
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