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Video reminders in a representational change task: Memory for cues but not beliefs or statements

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Janet J. Boseovski, Associate Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Two experiments investigated the effect of video reminders on 3-year-olds’ performance in a representational change task. In Experiment 1, children in a video support condition viewed videotapes of their initial incorrect statements about a misleading container prior to being asked to report their initial belief. Children in a control condition viewed an irrelevant videotape. Despite reporting what they had said on the videotape, children in the video support condition typically failed the representational change task. Experiment 2 replicated the main findings from Experiment 1 and also revealed that a video reminder failed to increase the likelihood that children would correctly report what they had said about the object. Results are discussed in terms of the processes whereby mnemonic cues might affect performance on tasks assessing theory of mind.

Additional Information

Publication
Journal of Experimental Child Psychology, 78(2), 107-129
Language: English
Date: 2001
Keywords
theory of mind, external representations, children’s memory, interference, realist bias, executive function, video