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

Theory of mind and thinking development of preschool children

 
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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

OpenAlex citations: 7

OpenAlex trends: Child and Animal Learning Development, Psychology of Development and Education, Neuroscience, Education and Cognitive Function

Information about the work in OpenAlex

Number of citations: 7

Topics

Child and Animal Learning Development

This cluster of papers explores the development of theory of mind in children, focusing on topics such as social cognition, infant understanding, cultural learning, executive function, false belief understanding, joint attention, and language development.

Number of works: 60299  |  Total number of citations: 1783132

Topic detailsв OpenAlex

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Neuroscience, Education and Cognitive Function

This cluster of papers explores the intersection of neuroscience and education, focusing on bridging research findings with educational practice. It addresses topics such as neuromyths among teachers, brain-based learning approaches, the impact of emotions on learning, and the potential for interdisciplinary collaboration to inform educational reform.

Number of works: 81143  |  Total number of citations: 826088

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

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

Published

For citation: Ermakov, P.N., Vorobyeva, E.V., Kaidanovskaya, I.A., Strelnikova, E.O. (2016). Theory of mind and thinking development of preschool children. Experimental Psychology (Russia), 9(3), 72–80. (In Russ.). https://doi.org/10.17759/exppsy.2016090306

© Ermakov P.N., Vorobyeva E.V., Kaidanovskaya I.A., Strelnikova E.O., 2016

License: CC BY-NC 4.0

References

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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, Russian Federation, 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, Russian Federation, ORCID: https://orcid.org/0000-0001-8974-5655, e-mail: pflab@psyf.rsu.ru

I. A. Kaidanovskaya, Candidate of Science (Psychology), Assistant Professor, Department of psychophysiology and clinical psychology, Academy of Psychology and Pedagogy, Southern Federal University, Rostov-na-Donu, Russian Federation, 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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