%0 Journal Article
%T Interacciones entre el entendimiento de la falsa-creencia y el desarrollo de la habilidad verbal: Diferencias entre los sexos en edad preescolar
%A Padilla-Mora
%A Michael
%A Rodr¨ªguez-Villagra
%A Odir
%A Fornaguera-Tr¨ªas
%A Jaime
%J Interdisciplinaria
%D 2009
%I Scientific Electronic Library Online
%X the purpose of this article is to analyze some developmental interactions between cognitive processes during the preschool period. in specific, we are interested in the interactions between verbal ability and false-belief understanding. the research explores the performance of boys and girls in the execution of false-belief tasks, and evaluates the possible influence of verbal ability development on the sex differences in the falsebelief scores. in recent times, the emphasis on the sex differences in this dimension of social cognition has been an important issue stemming from the results of current lines of research. the present work is divided in two studies. the study 1 compares the false-belief understanding and verbal ability of 17 five-year-olds costa rican boys and 17 five-year-olds costa rican girls, with the false-belief understanding and verbal ability of 17 six-year-olds costa rican boys and 17 six-year-olds costa rican girls. the main interest of this first study is focused on the identification of interactions between the cognitive processes of the participants. sub sequently, in study 2, the same five-year-olds that participated in study 1 were reevaluated through the same measures after a period of 3 months. the goal of this second study was to follow up the tendencies evidenced in the previous study, after a brief period of time. as an attempt to capture specific details in the development of these processes and given the recommendations of previous works, an interval of 3 months between measures was used here for the first time in the context of this line of research. all the participants were students from a public preschool in the capital city of costa rica and native speakers of the spanish language. additional inclusion criteria take into account the absence of developmental disorders and other antecedents of psychiatric / psychological intervention. the assessment of false- belief understanding was through a battery that includes four different
%K longitudinal study
%K false-belief
%K theory of mind
%K verbal ability
%K cognitive development
%K preschool.
%U http://www.scielo.org.ar/scielo.php?script=sci_abstract&pid=S1668-70272009000200008&lng=en&nrm=iso&tlng=en