OAI Archive: DUGiDocs – Universitat de Girona
Download type: partial
A 'partial' download type means that only articles matching certain keywords will be indexed. Dublin Core subject fields are used for matching. This might not be the best configuration for this archive. For example, if it contains categories ('sets') of articles relevant to this site, you might want to tell us about them so we download all these sets. Click here to edit this archive's configuration or view the sets it offers.
100 entries most recently downloaded from the archive "DUGiDocs – Universitat de Girona"
This set has the following status: partial.
- Elisabet Serrat Sellabona, Carles Rostán Sánchez, Eduard Vallès Majoral, Moisès Esteban Guitart, Francesc Sidera Caballero & Jèssica Serrano Ortiz, Labelling Improves False Belief Understanding. A Training Study.A total of 104 children aged between 41 and 47 months were selected to study the relationship between language and false belief understanding. Participants were assigned to four different training conditions: discourse, labelling, control (all with deceptive objects), and sentential complements (involving non-deceptive objects). Post-test results showed an improvement in children"s false belief understanding in the discourse and the labelling conditions, but not in the sentential complements with non-deceptive objects or the control group. Furthermore, the most remarkable improvement in false (...)
- Francesc Sidera Caballero, Elisabet Serrat Sellabona, Jèssica Serrano Ortiz, Carles Rostán Sánchez, Agnès Caño & Anna Amadó Codony, Let's Share Perspectives! Mentalistic Skills Involved in Cooperation = ¿A Tu Izquierda o a la Mía? Habilidades Mentalistas Implicadas En la Cooperación.Previous research has found a link between theory of mind and cooperation. The aim of this study is to deepen into this relationship, to identify which theory of mind skills are more related to the cooperative capacity on a referential communication task. A total of 50 children from first and fifth grade completed a battery of theory of mind tasks, and also a cooperative task where children worked in pairs to build block models. Each pair was composed by a builder (...)No categories