Research article summary (published 30 Aug 2009):

Continuity in social cognition from infancy to childhood.

Full Abstract

Research examining the development of social cognition has largely been divided into two areas: infant perception of intentional agents, and preschoolers' understanding of others' mental states and beliefs (theory of mind). Many researchers have suggested that there is continuity in social cognitive development such that the abilities observed in infancy are related to later preschool ability, yet little empirical evidence exists for this claim. Here, we present preliminary evidence that capacities specific to the social domain contribute to performance in social cognition tasks both during infancy and in early childhood. Specifically, looking time patterns in an infant social cognition task correlated with preschool theory of mind; however, no such relationship was found for infants in a nonsocial cognition task.

Author information

Author/s: Yamaguchi, Mariko (M); Kuhlmeier, Valerie A (VA); Wynn, Karen (K); vanMarle, Kristy (K);

Affiliation: Department of Psychological & Brain Sciences, Johns Hopkins University, USA.

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, Non-P.H.S.

Journal: Developmental science (Dev Sci), published in England. (Language: eng)

Reference: 2009-Sep; vol 12 (issue 5) : pp 746-52

Dates: Created 2009/08/25; Completed 2009/11/02;

PMID: 19702767, status: MEDLINE (last retrieval date: 11/2/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Child Development - physiology Child, Preschool Cognition - physiology Female Humans Infant

Male Neuropsychological Tests Psychological Theory Social Behavior Social Perception Statistics as Topic

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