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Theory of Mind and Relational Complexity
Author(s) -
Andrews Glenda,
Halford Graeme S.,
Bunch Katie M.,
Bowden Darryl,
Jones Toni
Publication year - 2003
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/1467-8624.00618
Subject(s) - psychology , variance (accounting) , theory of mind , perspective (graphical) , cognition , cognitive psychology , cognitive complexity , relational theory , artificial intelligence , computer science , physics , accounting , quantum mechanics , neuroscience , business
Cognitive complexity and control theory and relational complexity theory attribute developmental changes in theory of mind (TOM) to complexity. In 3 studies, 3‐, 4‐, and 5‐year‐olds performed TOM tasks (false belief, appearance–reality), less complex connections (Level 1 perspective‐taking) tasks, and transformations tasks (understanding the effects of location changes and colored filters) with content similar to TOM. There were also predictor tasks at binary‐relational and ternary‐relational complexity levels, with different content. Consistent with complexity theories: (a) connections and transformations were easier and mastered earlier than TOM; (b) predictor tasks accounted for more than 80% of age‐related variance in TOM; and (c) ternary‐relational items accounted for TOM variance, before and after controlling for age and binary‐relational items. Prediction did not require hierarchically structured predictor tasks.