Mindreading with ease? Fluency and belief reasoning in 4- to 5-year-olds

For decades, philosophers and psychologists have assumed that children understand other people’s behavior on the basis of Belief Reasoning (BR) at latest by age 5 when they pass the false belief task. Furthermore, children’s use of BR in the true belief task has been regarded as being ontogenetically prior. Recent findings from developmental studies challenge this view and indicate that 4- to 5-year-old children make use of a reasoning strategy, which is cognitively less demanding than BR and called perceptual access reasoning (PAR), in true belief tasks. I appeal to research on fluency to explain these findings. On my account, 4- to 5- year-old children understand other people’s behavior by means of BR if they experience cognitive strain (such as in false belief tasks) but they revert to simpler heuristics PAR when such an experience is missing (such as in true belief tasks).     

Public knowledge,attitudes, and beliefs about homeless people: Evidence for compassion fatigue?

Media reports suggest that the public is becoming impatient with the homeless—that so-called “compassion fatigue” has gripped the nation. This characterization of public sentiment could have important policy consequences—restrictive measures can be justified by growing public impatience, and progressive housing policies seem infeasible within a hostile climate of opinion. But evidence to support the compassion fatigue notion is anecdotal. We examine the issue by tracking the results of public opinion polls and by reporting detailed evidence from a nationwide random-digit dial telephone survey (N=1,507) concerning knowledge attitudes and beliefs about homeless people. To be sure, the public sees homelessness as an undesirable social problem and wants something done about it. However, although the homeless are clearly stigmatized, there is little evidence to suggest that the public has lost compassion and is unwilling to support policies to help homeless people.     

Competence and performance in belief-desire reasoning across two cultures: the truth, the whole truth and nothing but the truth about false belief?

There is a change in false belief task performance across the 3-5 year age range, as confirmed in a recent meta-analysis [Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory mind development: The truth about false-belief. Child Development, 72, 655-684]. This meta-analysis identified several performance factors influencing success, including manipulations that highlight the salience of the initial belief content (such as asking where Sally will look first for the marble). However, because a proportion of variance in performance remained unexplained even when identified performance factors were controlled for, the authors concluded from the standpoint of a 'theory-theory' account that children's improvement is the result of conceptual change. Further, the meta-analysis showed that manipulations such as 'look first' improve performance only in children who are in the older part of the 3-5 year range, and thus plausibly operating with a 'transitional' theory of mind--just on the point of realizing conceptual change. Here, we present three studies systematically investigating the 'look first' manipulation which showed that: (i) the advantage for the look first question can be demonstrated in children across different cultures, (ii) look first has an effect that is additive to the improvement with age; there is no interaction such that older children gain more benefit from younger children, (iii) performance in younger children can be, but is not always, elevated to levels that are statistically above chance. These results challenge the theory-theory account and are discussed in terms of models of belief-desire reasoning in which both conceptual competence and performance factors play central roles.     

When and why is helping others good for well‐being? The role of belief in reciprocity and conformity to society's expectations

This research investigates the relation between informal help and subjective well‐being and its underlying mechanisms using a cross‐national perspective. We focus on two potential mechanisms derived from the self‐determination theory and conformity to the social norms literature. From the standpoint of self‐determination theory, helping others is good for well‐being if it is intrinsically motivated, rather than driven by the expectation of reciprocity. On the other hand, from the perspective of the conformity literature, helping others is associated with a higher well‐being when it is linked to the benefits of social conformity, such as social approval. We tested these hypotheses using the data from a total of 23 countries. The results provided support for both mechanisms. First, we found that the lower individuals' beliefs in reciprocity are, the stronger is the positive effect of self‐reported helping behavior on their well‐being. Second, helping behavior was more strongly related to life satisfaction in countries where providing help represents a strong social norm (measured with two different cultural indicators). We conclude that both individual‐ and culture‐level mechanisms account for the relation between prosocial behavior and well‐being. Copyright © 2015 John Wiley & Sons, Ltd.     

The relationship between motor performance and parent-rated executive functioning in 3- to 5-year-old children: What is the role of confounding variables?

It is generally agreed that motor performance and executive functioning (EF) are intertwined. As the literature on this issue concerning preschool children is scarce, we examined the relationship between motor performance and parent-rated EF in a sample of 3- to 5-year-old children with different levels of motor skill proficiency, while controlling for age, gender, socio-economic status (SES), and attention-deficit-hyperactivity disorder (ADHD) symptomatology. EF was reported by parents of 153 children (mean age 4 years 1 months, SD 8 months; 75 male) by means of the Behaviour Rating Inventory of Executive Function–Preschool version (BRIEF-P). Parent-reported ADHD symptoms were assessed using the Hyperactivity-Inattention subscale of the Strengths and Difficulties Questionnaire3-4. In addition, the children performed the Movement Assessment Battery for Children-2 (MABC-2). Several weak to moderate relationships were found between the MABC-2 Total Score and the EF subscales. Once other variables such as age, gender, SES, and ADHD symptomatology were taken into account, the only BRIEF-P subscale that was associated with the MABC-2 Total Score was the Working Memory subscale. Compared to their typically developing peers, children who are at risk for motor coordination difficulties (⩽the 16th percentile on the MABC-2) performed poorly on the Working Memory subscale, which confirms the results of the regression analyses. The at risk group also performed significantly worse on the Planning/Organize subscale, however. This is one of the first studies investigating the relationship between motor performance and parent-rated EF in such a young age group. It shows that the relationship between motor performance and EF in young children is complex and may be influenced by the presence of confounding variables such as ADHD symptomatology.     

Do objects of different weight fall at the same time? Updating naive beliefs about free-falling objects from fictional and informational books in young children

This study examined whether children 4- and 5-years-old (N = 156) can revise a physical science misconception from different types of picture books. A realistic fiction book and informational book with identical images matched in word count and reading difficulty level were compared to a control book about plants. In the pretest and posttest, children were asked to make predictions about pairs of objects that either had the same or different weight. The pretest scores showed that many children began with the misconception that heavier objects fall faster than lighter objects. Posttest scores revealed that children revised this misconception after reading the realistic fiction and informational picture books but not after reading the control book. These findings provide evidence that children as young as age 4 can acquire physical science knowledge from picture books and that both realistic fiction and informational books can be used effectively to expose children to science concepts.     

Do children with autism use inner speech and visuospatial resources for the service of executive control? Evidence from suppression in dual tasks

Three experiments used dual‐task suppression methodology to study the use of inner speech and visuospatial resources for mediating central executive performance by children with autism (CWA) and group‐matched typically developing (TD) controls. Expt 1 revealed that CWA did not recruit inner speech to facilitate arithmetic task‐switching performance: there was no effect of articulatory suppression (AS) on completion time for CWA compared to the TD group. Expt 2 revealed that suppression of visuospatial resources disrupted the task‐switching performance of both CWA and TD groups. It also confirmed that the task‐switching performance of CWA was significantly slowed by visuospatial compared to AS. Expt 3 showed that CWA also did not employ inner speech, compared to visuospatial resources, for implementing planning movements. Overall, compared to the mixture of representations used by the TD group for problem solving, CWA seemed to use visuospatial working memory resources but not inner speech to service executive control.     

The effects of a ‘pretend play-based training’ designed to promote the development of emotion comprehension,emotion regulation,and prosocial behaviour in 5- to 6-year-old Swiss children

The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.     

-Cycloserine: Effects on Long-Term Retention of a Conditioned Response and on Memory for Contextual Attributes

-Cycloserine (DCS), a partial agonist of the glycine recognition site of the N-methyl -aspartate receptor, has beneficial effects on learning and memory. In order to investigate its potential to influence learning and memory of both the response and the stimulus attributes of training, male Sprague-Dawley albino rats were trained in a one-trial inhibitory avoidance task following an acute intraperitoneal injection of DCS (3 mg/kg) or an equal volume of saline. In order to measure memory for stimulus attributes, testing involved a context shift paradigm, in which subjects are tested in either the environment of training or a different one. Good memory for the contextual attributes of training is indicated by poor performance in the alternate context. Retention was assessed either 1, 7, or 14 days after training. At 1 day, Saline subjects were affected by a change in context, while DCS subjects were not. In subjects tested 1 week following training, Saline subjects were no longer affected by a change in context, in that they performed the avoidance response in both contexts. This indicates the forgetting of stimulus attributes in Saline subjects. DCS subjects did show the context shift effect at 1 week, indicating the retention of stimulus attributes. Finally, Saline subjects demonstrated the context shift rebound at 14 days, while DCS subjects performed equivalently in both contexts. Taken together, these data suggest that DCS may enhance retention of fear and slow the forgetting of stimulus attributes.