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Experimental Psychology (Russia)
2016. Vol. 9, no. 3, 72–80
doi:10.17759/exppsy.2016090306
ISSN: 2072-7593 / 2311-7036 (online)

Theory of mind and thinking development of preschool children

2509

P.N. Ermakov, E.V. Vorobyeva, I.A. Kaidanovskaya, E.O. Strelnikova

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Abstract

The paper is devoted to a comparative study of psychodiagnostic formation of theory of mind (using task of understanding false beliefs of other people) and the level of thought development of preschool children by Piaget. The study involved 56 children aged 3 to 5.5 years (27 boys and 29 girls). We used technique for the diagnosis of formation of theory of mind, and to assess the development of thinking in children. As a result, it was found that indicators of formation of theory of mind and indicators of development thinking by Piaget in the high degree of consistency. Children who understand the presence of the other person false beliefs, are also able to anticipate the results of the substantive action, to understand the laws of conservation of matter and are capable of thinking decentration.

General Information

Keywords: theory of mind, thinking, pre-school children

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/exppsy.2016090306

For citation: Ermakov P.N., Vorobyeva E.V., Kaidanovskaya I.A., Strelnikova E.O. Theory of mind and thinking development of preschool children. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2016. Vol. 9, no. 3, pp. 72–80. DOI: 10.17759/exppsy.2016090306. (In Russ., аbstr. in Engl.)

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Information About the Authors

Pavel N. Ermakov, Doctor of Biology, Professor, Head of the Department of Clinical Psychology and Psychophysiology, Southern Federal University, Head of the Southern Federal Regional Research Centre of the Russian Academy of Education, Rostov-na-Donu, Russia, ORCID: https://orcid.org/0000-0001-8395-2426, e-mail: paver@sfedu.ru

Elena V. Vorobyeva, Doctor of Psychology, Professor, Department of Correctional Pedagogy, Academy of Psychology and Educational Sciences, Southern Federal University, Rostov-na-Donu, Russia, ORCID: https://orcid.org/0000-0001-8974-5655, e-mail: pflab@psyf.rsu.ru

I. A. Kaidanovskaya, PhD in Psychology, Assistant Professor, Department of psychophysiology and clinical psychology, Academy of Psychology and Pedagogy, Southern Federal University, Rostov-na-Donu, Russia, e-mail: kai.ir@mail.ru

E. O. Strelnikova, Master student, Department of Psychophysiology and Clinical Psychology, Academy of Psychology and Pedagogy, Southern Federal University, e-mail: strelnikova-e@list.ru

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