Psikhologicheskie Issledovaniya • ISSN 2075-7999
peer-reviewed • open access journal
      

 

Lebedeva E.I., Talanova N.N., Sergienko E.A. The role of psychometric intelligence in preschool children understanding of the social world

Full text in Russian: Лебедева Е.И., Таланова Н.Н., Сергиенко Е.А. Роль психометрического интеллекта в понимании дошкольниками социального мира
Institute of Psychology, Russian Academy of Sciences, Moscow, Russia

About authors
Suggested citation

 
The analysis of mental models development, understanding of social impacts (with an example of understanding of advertising) and cognitive development shows a fundamental change of interrelation of these processes in children aged 3–6. 70 preschoolers who attended kindergarten took part in the study. The study results show that psychometric intelligence (both general and special cognitive abilities) play a crucial role in 3–4-year-old children understanding of the social world (mental model development and understanding of advertising). At the age of 5–6 cognitive abilities become less important, latent factors of understanding of the mental world. Change of cognitive abilities role during the period of rapid development of mental model as the basis for understanding the social world seems to be due to decrease of the weight of cognitive component of independent of situation mental models characteristic to 5–6-year-old children. The obtained data support a leading role of central coherence as a general basis for cognitive development and the ability to understand the mental world.

Keywords: mental model, intelligence, preschooler, social interaction, advertising, social impact, narrative

 

Funding
The study was supported by the Russian Foundation for Basic Research, project 11-06-00013(а).


References

Ames D.R. Inside the mind reader’s tool kit: Projection and stereotyping in mental state inference. Journal of Personality and Social Psychology, 2004, 87(3), 340–353.

Baron-Cohen S. Theory of mind and autism: A fifteen year review. In: S. Baron-Cohen., H. Tager-Flusberg, D.J. Cohen (Eds.), Understanding other minds. Perspectives from developmental cognitive neuroscience. Oxford: Oxford University Press, 2000. pp. 10–25.

Berger H.J.C., van Spaendonck K.P.M., Horstink M., Buytenhaijs E.L., Lammers P., Cools A.R.Cognitive shifting as a predictor of progress in social understanding in high-functioning adolescents with autism: A prospective study. Journal Autism Development Disorders, 1993, 23(2), 341–359.

Blijd-Hoogewys E.M.A., van Geert P.L.C., Serra M., Minderaa R.B. Measuring theory of mind in children. Psychometric properties of the ToM Storybooks. Journal Autism Development Disorders, 2008, 38(10), 1907–1930.

Cutting J., Dunn J. Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 1999, 70(4), 853–865.

Dunn J., Hughes C. Young children ‘s understanding of emotions within close relationships. Cognition and Emotion, 1998, 12(2), 171–190.

Flavell J.H. Development of children knowledge about the mental world. International Journal of Behavioral Development, 2000, 24(1), 15–23.

Happe F. Autism: An introduction to psychological theory. London: UCL Press; Psychology Press, 1994.

Howlin P., Baron-Cohen S., Hadwin J. Teaching children with autism to mind-read. A practical guide for teachers and parents. Chichester: John Wiley and Sons, 1999.

Lebedeva E.I. PhD dissertation (Psychology). Institute of Psychology, Russian Academy of Sciences, Moscow, 2006. (in Russian)

Leekam S., Perner J. Does the autistic child have a metarepresentational deficit? Cognition, 1991, 40(3), 203–218.

McAlister A.R., Cornwell T.B. Preschool children's persuasion knowledge: The contribution of theory of mind. Journal of Public Policy and Marketing, 2009, 28(2), 175–185.

Park S. Theory of mind dynamics in childrenўs play: a qualitative inquiry in a preschool classroom. PhD dissertation. The Virginia Polytechnic Institute and State University, Blacksburg, 2001.

Prior M., Dahlstrom B., Squires T.L. Autistic children's knowledge of thinking and feeling states in other people. Journal of Child Psychology and Psychiatry, 1990, 31(4), 587–601.

Prusakova O.V., Sergienko E.A. Voprosy psikhologii, 2012, No. 4, 24–36. (in Russian)

Rajkumar A.P., Yovan S., Raveendran A.L., Russell P.S. Can only intelligent children do mind reading: The relationship between intelligence and theory of mind in 8 to 11 years old. Behavioral and Brain Functions, 2008, 51(4), doi:10.1186/1744-9081-4-51

Sergienko E.A. In: Psikhologiya individual'nogo i gruppovogo sub"ekta. Moscow: PER SE, 2002. pp. 270–310. (in Russian)

Sergienko E.A., Lebedeva E.I., Psikhologicheskii zhurnal, 2003, 24(4), 54–65. (in Russian)

Sergienko E.A., Lebedeva E.I., Prusakova O.A. Model' psikhicheskogo v ontogeneze cheloveka. Moscow: IP RAN, 2009. (in Russian)

Sergienko E.A., Talanova N.N. In: Psikhologicheskie problemy sovremennogo rossiyskogo obtchestva. Moscow: IP RAN, 2012. pp. 70–104. (in Russian)

Sodian B. Theory of mind – the case for conceptual development. In: W. Schneider, R. Schurmann-Hengsteler, B. Sodian (Eds.), Young children’s cognitive development: Interrelations among executive functioning, working memory, verbal ability, and theory of mind. Mahwah, NJ: Erlbaum, 2005. pp. 95–131.

Talanova N.N., Sergienko E.A. Psikhologicheskii zhurnal, 2012, 33(3), 76–87. (in Russian)

Wellman H.M., Lagattuta K.H. Developing understanding of mind. In: S. Baron-Cohen., H. Tager-Flusberg, D.J. Cohen (Eds.), Understanding other minds. Perspectives from developmental cognitive neuroscience. Oxford: Oxford University Press, 2000. pp. 21–49.

Wimmer H., Perner J. Beliefs about beliefs: representation and constraining function of wrong belief in young children’s understanding of deception. Cognition, 1983, 13(1), 103–128.

Yirmiya N., Erel O., Shaked M., Solomonica-Levi D. Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 1998, 124(3), 283–307.

Received 18 September 2012. Date of publication: 22 December 2012.

About authors

Lebedeva Evgeniya I. Ph.D., Senior Research Associate, Department of Developmental Psychology, Institute of Psychology, Russian Academy of Sciences, ul. Yaroslavskaya, 13, 129366 Moscow, Russia.
E-mail: Этот адрес электронной почты защищен от спам-ботов. У вас должен быть включен JavaScript для просмотра.

Sergienko Еlena А. Ph.D., Professor, Head, Department of Developmental Psychology, Institute of Psychology, Russian Academy of Sciences, ul. Yaroslavskaya, 13, 129366 Moscow, Russia.
E-mail: Этот адрес электронной почты защищен от спам-ботов. У вас должен быть включен JavaScript для просмотра.
Web-page: http://www.ipras.ru/cntnt/rus/dop_dokume/minisajty_/sergienko_.html

Talanova Nataliya N. Ph.D., Educational Psychologist, Kindergarten No. 2509, ul. Obrucheva, 15, k. 2, str. 1, 119421 Moscow, Russia.
E-mail: Этот адрес электронной почты защищен от спам-ботов. У вас должен быть включен JavaScript для просмотра.

Suggested citation

Lebedeva E.I., Talanova N.N., Sergienko E.A. The role of psychometric intelligence in preschool children understanding of the social world. Psikhologicheskie Issledovaniya, 2012, Vol. 5, No. 26, p. 3. http://psystudy.ru (in Russian, abstr. in English).

Permanent URL: http://psystudy.ru/index.php/eng/2012v5n26e/758-lebedeva26e.html

Back to top >>

Related Articles