The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
Seventeen‐month‐olds appeal to false beliefs to interpret others’ referential communication
Abstract
Recent studies have demonstrated infants’ pragmatic abilities for resolving the referential ambiguity of non‐verbal communicative gestures, and for inferring the intended meaning of a communicator’s utterances. These abilities are difficult to reconcile with the view that it is not until around 4 years that children can reason about the internal mental states of others. In the current study, we tested whether 17‐month‐old infants are able to track the status of a communicator’s epistemic state and use this to infer what she intends to refer to. Our results show that manipulating whether or not a communicator has a false belief leads infants to different interpretations of the same communicative act, and demonstrate early mental state attribution in a pragmatic context.
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Self-citationAction Anticipation Through Attribution of False Belief by 2-Year-Olds
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Cited by
False-belief understanding in infants
Baillargeon, R., Scott, R. M., & He, Z. (2010) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2009.12.006 · Cited by 1,030
How to Construct a Minimal Theory of Mind
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Gallagher, S. (2020) · doi:10.1093/oso/9780198846345.001.0001 · Cited by 359
How to Pass the False-Belief Task Before Your Fourth Birthday
Rubio-Fernández, P., & Geurts, B. (2013) · Psychological Science · doi:10.1177/0956797612447819 · Cited by 342
From infants’ to children's appreciation of belief
Perner, J., & Roessler, J. (2012) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2012.08.004 · Cited by 300
Metadata
- Authors
- Southgate, V., Chevallier, C., & Csibra, G.
- Venue
- Developmental Science
- Publisher
- Wiley
- Published
- 2010-01-28
- Volume
- 13
- Issue
- 6
- Pages
- 907-912
- ISSN
- 1363-755X (ISSN-L)
- 1467-7687
- OpenAlex
- W2102812319
- Cited by
- 488
- References
- 35
- FWCI
- 40.85
- Type
- journal article
- Language
- en
- Open access
- closed
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