Temporally extended self and "theory of mind" in preschoolers : Theoretical review from the temporal perspective

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  • 幼児期における時間的拡張自己と「心の理論」 : 時間的視点からの理論的考察
  • 幼児期における時間的拡張自己と「心の理論」--時価的視点からの理論的考察
  • ヨウジキ ニ オケル ジカンテキ カクチョウ ジコ ト ココロ ノ リロン ジカテキ シテン カラ ノ リロンテキ コウサツ

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Abstract

Research on theory of mind has increased for the last twenty years. Many researchers have refined on the "false belief" task in order to demonstrate that younger children can understand the representational mind. Nevertheless, they have not deliberated how the self is differentiated from the other and how self/other knowledge is acquired. This paper reviews the theoretical and empirical studies on young children's "temporally extended self"(Neisser, 1988) and its relation to self/other understanding in terms of temporal perspectives. It starts by highlighting children's understanding of the connection between the past and the present self. Then it is argued that, if made a few modifications, delayed self-recognition task should be an adequate one to assess the "attitude toward the absent objects". Secondly, it is presumed that other's temporally extended self is understood later than one's own. Finally, this paper proposes a new version of "Sally-Ann" task, which examines children's abilities to understand temporal change of other's mind.

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