The Development of Second-order Social Cognition and its Relation with Complex Language Understanding and Memory
نویسندگان
چکیده
In this study, the development of second-order social cognition and its possible relationship with language and memory were investigated. For this reason two second-order false belief tasks (FBT_2), a short term memory task (WST), a complex working memory task (LST), a linguistic perspective-taking test (PTT) and a double-embedded relative clause task (REL_2) were used with 21 Turkish kindergarten children (aged 4-5 years), 47 primary school children (aged 612 years) and 10 adults. A general developmental trend was found for all tasks. However, a multiple linear regression showed that once age was partialed out, none of the other tasks could predict FBT_2 scores. Our findings are consistent with the modularity view that Theory of Mind (ToM) is a faculty of the human mind that does not share intrinsic content with other faculties such as language and memory (Leslie et al., 2004) and also with Apperly's (2011) 'twosystems' account of Theory of Mind. However, it develops together with those other faculties which may constrain the expression of children’s false belief reasoning as a manifestation of their social cognitive abilities.
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