From simple desires to ordinary beliefs: the early development of everyday psychology

We provide evidence for the claim that before young children construe human action in terms of beliefs and desires they understand action only in terms of simple desires. This type of naive psychology--a simple desire psychology--constitutes a coherent understanding of human action, but it differs from the belief--desire psychology of slightly older children and adults. In this paper we characterize what we mean by a simple desire psychology and report two experiments. In Experiment 1 we demonstrate that 2-year-old can predict actions and reactions related to simple desires. In Experiment 2 we demonstrate that many 2-year-old pass desire reasoning tasks while at the same time failing belief reasoning tasks that are passed by slightly older children, and that are as comparable as possible to the desire tasks they pass with ease.     

Is Dunbar's number up?

This article is a commentary on ‘Relationships and the social brain: Integrating psychological and evolutionary perspectives’ ( Sutcliffe, Dunbar, Binder, & Arrow, 2012 ).     

Infants' goal anticipation during failed and successful reaching actions

The ability to interpret and predict the actions of others is crucial to social interaction and to social, cognitive, and linguistic development. The current study provided a strong test of this predictive ability by assessing (1) whether infants are capable of prospectively processing actions that fail to achieve their intended outcome, and (2) how infants respond to events in which their initial predictions are not confirmed. Using eye tracking, 8‐month‐olds, 10‐month‐olds, and adults watched an actor repeatedly reach over a barrier to either successfully or unsuccessfully retrieve a ball. Ten‐month‐olds and adults produced anticipatory looks to the ball, even when the action was unsuccessful and the actor never achieved his goal. Moreover, they revised their initial predictions in response to accumulating evidence of the actor's failure. Eight‐month‐olds showed anticipatory looking only after seeing the actor successfully grasp and retrieve the ball. Results support a flexible, prospective social information processing ability that emerges during the first year of life.     

Grief in Comparison: Use of Social Comparison Among Cold Case Homicide Survivors

The current qualitative study examines the use of social comparison among cold case homicide survivors as a method of defining their grief. Twenty-four cold case homicide survivors completed in-depth interviews about the trauma of living with an unsolved homicide. Survivors compared themselves to individuals coping with non-homicidal deaths and fellow homicide survivors. Results indicate survivors of unsolved homicides utilize downward elevation, lateral comparison, and upward contacts in their journey of grief and coping. The direction and type of comparison can have both positive and negative effects on the survivors' views of self and progress made towards emotional recovery. Implications are discussed.     

Rebel Without a (Conscious) Cause: Priming a Nonconscious Goal for Psychological Reactance

Psychological Reactance is typically studied using conscious manipulations and individual-difference measures. We hypothesized that, similar to other goals, a reactance motive can be primed nonconsciously. In this experiment, participants were given an explicit expectation that a pill would improve their performance on an accuracy task, or they were not given this expectation. Participants also received a reactance or neutral prime. On a subsequent accuracy task, participants given both the reactance prime and the explicit accuracy expectation committed the most errors. The findings suggest that reactance can be nonconsciously primed, generating behavioral effects. Evidence supporting the goal-priming interpretation is also presented.     

History of the Cognitive Development Society: The First 16 Years

This article briefly outlines the history of the Cognitive Development Society (CDS) since its inception in 1999 through 2016. At its biennial meeting in October of 2015 CDS celebrated 16 years of contributions to the community of cognitive development researchers. This article continues that celebration.     

Meeting the need or falling in line? The effect of laissez-faire formal leaders on informal leadership

We consider the utility of two contrasting theoretical perspectives in explaining how laissez-faire formal leaders and team member motivation to lead (MTL) influences informal leadership and team task performance. The first perspective, functional leadership theory, is the dominant lens used currently to understand informal leadership. However, we suggest that social learning theory offers a compelling alternative account. In a multiwave survey study of 344 members of 72 work teams, we find support for the social learning theory predictions that laissez-faire formal leaders are perceived by team members to engage in less modeling of effective leadership and as a result are negatively associated with informal leadership and team task performance. We do not find support for the functional leadership theory predictions that laissez-faire formal leaders are positively associated with team members’ informal leadership and team task performance, which would be due to an increased perceived need for leadership. The social learning effects are stronger for teams that are lower in member MTL and weaker for teams that are higher in member MTL. These results suggest social learning theory may be preferable to functional leadership theory for understanding informal leadership in teams.     

Acquisition of mental state language in Mandarin- and Cantonese-speaking children

Children's theory of mind appears to develop from a focus on desire to a focus on belief. However, it is not clear (a) whether this pattern is universal and (b) whether it could also be explained by linguistic and sociocultural factors. This study examined mental state language in 10 Mandarin-speaking (21-27 months) and 8 Cantonese-speaking (18-44 months) toddlers. The results suggest a pattern of theory-of-mind development similar to that in English, with early use of desire terms followed by other mental state references. However, the Chinese-speaking children used desire terms much earlier, and the use of terms for thinking was very infrequent, even for Mandarin-speaking adults. This finding suggests a consistency in the overall sequence, but variation in the timing of beginning and end points, in children's theory-of-mind development across cultures.