Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Earlier false belief understanding predicts later lie-telling behavior in preschool children, but not vice versa(John Wiley and Sons Ltd, 2024-11) Wang Z; Gao X; Shao YYoung children's lie-telling behavior is associated with their theory of mind (ToM) development. However, current evidence is primarily based on cross-sectional studies, with very little longitudinal evidence on the causal relation between the two constructs. The current study provided much-needed cross-lagged longitudinal evidence on the association between ToM and lying in young children. Adopting a short-term longitudinal design, we tested 104 normally developing children's (64 boys, M = 54.0 months) false belief understanding and lie-telling behaviors three times at 4-month intervals. Results showed the cross-lagged model fit the data well. Lie-telling behaviors exhibited moderate stability across the three time points, while ToM exhibited moderate stability between the first two time points but not between Time 2 and Time 3. Earlier false belief understanding significantly predicted children's later lie-telling behavior, controlling for family socioeconomic status, child age, gender, only child status, and Time 1 verbal ability and inhibitory control. On the contrary, earlier lie-telling did not predict later false beliefs understanding. We concluded that earlier false belief understanding predicts later lie-telling behavior in preschool children, but not vice versa.Item Picture book reading improves children's learning understanding.(John Wiley and Sons Limited, 2024-02-28) Wang Z; Shao YMental state reasoning is an integral part of children's teaching and learning understanding. This study investigated whether a picture book reading approach focusing on mental state discourse and contrasting perspectives in a preschool classroom setting would improve children's teaching and learning understanding and school readiness. In total, 104 children from four classrooms aged between 46 and 64 months (53 girls, M = 54.03 months, SD = 3.68) participated in the study. Half of the classrooms were randomly assigned to an experimental group where teachers read picture books rich in mental state discourse and engaged in intensive discussions with children for eight weeks. Children's false belief understanding and teaching and learning understanding were measured before and after the eight-week period. The result revealed that picture book reading improved children's learning understanding with a medium effect size, controlling for demographic variables, children's verbal ability, inhibition, and initial false belief understanding. The experimental group children further demonstrated more advanced school readiness 18 months after the intervention ended in a follow-up study using a teacher questionnaire.Item When a Circle Becomes the Letter O: Young Children's Conceptualization of Learning and Its Relation With Theory of Mind Development.(Frontiers Media S.A., 2021-01-14) Wang Z; Frye DA; Bright PIn two independent yet complementary studies, the current research explored the developmental changes of young children's conceptualization of learning, focusing the role of knowledge change and learning intention, and its association with their developing theory of mind (ToM) ability. In study 1, 75 children between 48 and 86 months of age (M = 65.45, SD = 11.45, 36 girls) judged whether a character with or without a genuine knowledge change had learned. The results showed that younger children randomly attributed learning between genuine knowledge change and accidental coincidence that did not involve knowledge change. Children's learning judgments in familiar contexts improved with age and correlated with their ToM understanding. However, the correlation was no longer significant once age was held constant. Another sample of 72 children aged between 40 and 90 months (M = 66.87, SD = 11.83, 31 girls) participated in study 2, where children were asked to judge whether the story protagonists intended to learn and whether they eventually learned. The results suggested that children over-attributed learning intention to discovery and implicit learning. Stories with conflict between the learning intention and outcome appeared to be most challenging for children. Children's intention judgment was correlated with their ToM understanding, and ToM marginally predicted intention judgment when the effect of age was accounted for. The implication of the findings for school readiness was discussed. Training studies and longitudinal designs in the future are warranted to better understand the relation between ToM development and children's learning understanding.