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dc.contributor.advisorEchols, Catharine H.en
dc.contributor.advisorWoolley, Jacqueline D.en
dc.creatorKoenig, Melissa Annen
dc.date.accessioned2011-05-10T21:55:03Zen
dc.date.available2011-05-10T21:55:03Zen
dc.date.issued2002-05en
dc.identifier.urihttp://hdl.handle.net/2152/11206en
dc.descriptiontexten
dc.description.abstractThe variety of accounts of theory of mind development, arising from distinct theoretical perspectives, have focused on children’s causal-explanatory views on the mind and have not developed accounts of children’s normative judgments of the mental domain. This account proposes a new way of thinking about the findings of various domains in this field and gives particular attention to prior work on false belief, origins or sources of belief and the distinctions between fantastical and epistemic states. Children's understanding of epistemic justification and their appreciation of the normative significance of others' reasons for belief was investigated in 2 experiments. Three-, 4- and 5-year-olds were presented with the opportunity to direct praise, criticism and advice to others who have different kinds of evidence for what they believe. Experiment 1 determined that children of all age groups appropriately judged looking, reliable testimony and inductive inference as better reasons for belief than pretense, guessing and desiring, however, 3-year-olds did not perform as well as 4- and 5-year-olds. In Experiment 2, children of all age groups consistently praised justified true believers and had difficulty evaluating justified false, unjustified true and unjustified false believers.
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectBelief and doubten
dc.subjectReasoning in childrenen
dc.subjectPhilosophy of mind in childrenen
dc.titleChildren's understanding of the normativity of beliefen
dc.description.departmentPsychologyen
thesis.degree.departmentPsychologyen
thesis.degree.disciplinePsychologyen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen
dc.rights.restrictionRestricteden


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