By Peter Mitchell
The purpose of this publication is to function an creation to scholars and pros who require an figuring out of developmental psychology, yet who've no historical past wisdom. The textual content outlines a few of the major parts of developmental psychology, and as such, seeks to supply a extensive evaluation of up to date curiosity within the topic. It presents an outline of improvement, either basic and irregular, and provides causes of how during which improvement progresses and why it takes a selected shape. it truly is aimed toward GCSE scholars, a degree scholars, first 12 months psychology undergraduates and college lecturers.
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Extra resources for The Psychology Of Childhood
Example text
Also, there is a difference in the testing techniques for assessing theory of mind and egocentrism. However, isn’t it the case that the claim that young children 38 Theory of Mind and Autism have no theory of mind is the same as the claim that young children are egocentric? The answer is ‘no’. Piaget’s idea about egocentrism was that young children know about their own experiences, and fail to consider that another person’s experiences might be different. Consequently, they just assume that their own way of looking at things is the only way, and therefore is shared by everyone.
It is obvious that the ability to develop accurate theories of mind is important to survival and reproduction, and therefore it must have played a part in natural selection. In combat, it helps if we can acquire allies and influence them to fight alongside us. The more accurately we know how others’ minds work, the better equipped we are to do this. Similarly, the better we understand the enemy’s mind, the better we are able to predict his behaviour and deploy an evasive, defensive or offensive strategy accordingly.
However, Piaget again seems to have underestimated children. Flavell’s Level 2 ability is achieved by many 4-year-olds, which is much younger than Piaget would have expected, given that he had attached a great deal of significance to the finding that a great many 6-year-olds have difficulty with the three mountains task. Perhaps Donaldson is correct to argue that part of the reason children failed the latter was because they had difficulty interpreting what the experimenter wanted them to say. We shall now turn our attention to young children’s difficulty with class inclusion.