Teaching Three Year‐Olds to Pass False Belief Tests: A Conversational Approach

Abstract

Abstract A training procedure was developed for teaching three year‐old children to pass a standard false belief task. A series of 4 video sequences was developed, in each of which a child showed surprise following the unexpected transfer of an object. A group of 23 three year‐olds who failed a standard false belief task took part in 8 discussions of the 4 video clips, over a period of two weeks, and were compared with a control group of 23 task‐failers who had 8 story reading sessions over the same time period. The training involved (a) interactive recall of the initial events in each sequence, (b) factual questioning about the events and (c) an explanation of the thoughts and actions of the video protagonists. The emphasis was on positive elaboration of children's answers rather than on negative feedback as counter evidence. The training group performed significantly better at an immediate post‐test, and at a follow‐up test two weeks later, on a similar as well as a generalisation task. Task success was unrelated to vocabulary (BPVS) score, but was significantly related to success of responses during the training. The results indicate learning in the Training group of a discursive format for talking about events useful for describing false beliefs.