Book contents
- The Cambridge Handbook of Cognitive Development
- The Cambridge Handbook of Cognitive Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Neurobiological Constraints and Laws of Cognitive Development
- Part II Fundamentals of Cognitive Development from Infancy to Adolescence and Young Adulthood
- Introduction
- Subpart II.1 Infancy: The Roots of Human Thinking
- 7 Differences between Humans, Great Apes and Monkeys in Cognition, Communication, Language and Morality
- 8 Infants’ Physical Reasoning and the Cognitive Architecture that Supports It
- 9 Infant Categorization
- 10 Foundational Considerations
- 11 How Sophisticated Is Infants’ Theory of Mind?
- 12 Social Cognition and Moral Evaluation in Early Human Childhood
- 13 Scientific Thinking and Reasoning in Infants and Young Children
- 14 Computational Approaches to Cognitive Development
- Subpart II.2 Childhood and Adolescence: The Development of Human Thinking
- Part III Education and School-Learning Domains
- Index
- Plate Section (PDF Only)
- References
11 - How Sophisticated Is Infants’ Theory of Mind?
from Subpart II.1 - Infancy: The Roots of Human Thinking
Published online by Cambridge University Press: 24 February 2022
Book contents
- The Cambridge Handbook of Cognitive Development
- The Cambridge Handbook of Cognitive Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Neurobiological Constraints and Laws of Cognitive Development
- Part II Fundamentals of Cognitive Development from Infancy to Adolescence and Young Adulthood
- Introduction
- Subpart II.1 Infancy: The Roots of Human Thinking
- 7 Differences between Humans, Great Apes and Monkeys in Cognition, Communication, Language and Morality
- 8 Infants’ Physical Reasoning and the Cognitive Architecture that Supports It
- 9 Infant Categorization
- 10 Foundational Considerations
- 11 How Sophisticated Is Infants’ Theory of Mind?
- 12 Social Cognition and Moral Evaluation in Early Human Childhood
- 13 Scientific Thinking and Reasoning in Infants and Young Children
- 14 Computational Approaches to Cognitive Development
- Subpart II.2 Childhood and Adolescence: The Development of Human Thinking
- Part III Education and School-Learning Domains
- Index
- Plate Section (PDF Only)
- References
Summary
Imagine the following scenario (inspired by true events): We are grocery shopping with our friend Anita, who notices a woman down the aisle and waves and smiles at her. The woman looks confused and walks away. Perplexed, Anita tells us that she spent the previous day training the woman, a new employee at their firm, and is surprised by her behavior because she thought they had established a friendly rapport. We suggest a possible explanation: Perhaps the woman did not recognize Anita outside of work. Later at the checkout line, we notice the woman standing with someone who is obviously her identical twin. In light of this new information, we revise our initial explanation: Anita must have waved at her trainee’s twin, falsely believing her to be her trainee, and the twin responded with confusion because she had never met Anita before. Anita then joins us at the checkout, one of the twins waves happily to her, and the mystery is resolved with smiles all around.
- Type
- Chapter
- Information
- The Cambridge Handbook of Cognitive Development , pp. 242 - 268Publisher: Cambridge University PressPrint publication year: 2022
References
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