Do you see what I see? Infants’ reasoning about others’ incomplete perceptions
Open accessAbstract
Twelve‐month‐olds realize that when an agent cannot see an object, her incomplete perceptions still guide her goal‐directed actions. What would happen if the agent had incomplete perceptions because she could see only one part of the object, for example one side of a screen? In the present research, 16‐month‐olds were first shown an agent who always pointed to a red object, as opposed to a black or a yellow object, suggesting that she preferred red over the other colours. Next, two screens were introduced while the agent was absent. The screens were (1) red or green on both sides; (2) red on the front (infants’ side) but green on the back (the agent’s side) or vice versa; or (3) only coloured red or green on the front. During test, the agent, who could see only the back of the screens, pointed to one of the two screens. The results revealed that while infants expected the agent to continue acting on her colour preference and point to the red rather than the green screen during test, they did so in accord with the agent’s perception of the screens, rather than their own perceptions: they expected the agent to point to the red screen in (1), but to the green‐front screen in (2), and they had no prediction of which screen the agent should point to in (3). The implications of the present findings for early psychological reasoning research are discussed.
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After familiarization in which an agent repeatedly grasps object-A, infants look longer in test when the agent grasps object-B, but only if object-B was present and visible to the agent during familiarization, giving infants evidence that the agent prefers object-A.
“To illustrate, after watching familiarization events in which an agent repeatedly grasps object-A, infants look longer in test if the agent now grasps object-B, but only if object-B is both present and visible to the agent during the familiarization events, so that infants have evidence that the agent prefers object-A over object-B [48,53,54,64].”
From False-belief understanding in infants (2010) · cites this paper as [64]
In many VOE tasks, infants look longer at a test event that deviates from familiarization events in one condition, but infants in other similar conditions do not.
“For instance, in many VOE tasks, infants in one condition look longer at the test event that deviates from the familiarization events, but infants in other, very similar conditions do not.”
From False-belief understanding in infants (2010) · cites this paper as [64]
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- Authors
- Luo, Y., & Beck, W.
- Affiliations
- University of Missouri (US)
- Corresponding author
- Luo, Yuyan
- ORCID
- Luo, Yuyan
- Venue
- Developmental Science
- Publisher
- Wiley
- Published
- 2009-12-09
- Volume
- 13
- Issue
- 1
- Pages
- 134-142
- ISSN
- 1363-755X (ISSN-L)
- 1467-7687
- OpenAlex
- W1953889564
- Cited by
- 44
- References
- 44
- Citations by year
- 2023: 3 · 2022: 2 · 2020: 2 · 2019: 2 · 2018: 6 · 2016: 1 · 2015: 4 · 2014: 2 · 2013: 6 · 2012: 5
- FWCI
- 9.37
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Developmental Science (publishedVersion)
- PubMed (publishedVersion)
- Funders
- University of Missouri
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Physical Sciences › Engineering › Automotive Engineering › Spatial Cognition and Navigation
- Keywords
- false belief, theory of mind, goal-directed action, pointing behavior, color preference, social cognition
- MeSH terms
- Attention, Concept Formation, Discrimination Learning, Female, Humans, Infant, Male, Neuropsychological Tests, Orientation, Photic Stimulation, Visual Perception, Infant Behavior
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