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Use the Following to Answer Questions

question 4

Multiple Choice

Use the following to answer questions
Scenario II
Scenario II is based on the following studies:
Gopnik,A. ,& Astington,J.W.(1988) .Children's understanding of representative change and its relation to the understanding of false belief and the appearance-reality distinction.Child Development,59,26-37.
Wimmer,H. ,& Perner,J.(1983) .Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception.Cognition,13(1) ,103-128.
Wimmer and Perner (1983) first developed a procedure to assess if children have developed a theory of mind.Children were read an illustrated story in which a puppet named Maxi hid a piece of chocolate in one cupboard and then left the room.While Maxi was away,a second puppet entered the room,discovered the chocolate,and hid it in a new location before leaving.The story ended with Maxi's return.Children were asked where Maxi will look for the chocolate.Whereas most 5-year-olds who have developed a theory of mind will report that he will look in the cupboard,most 3-year-olds will report that Maxi will look in the new location.
Using a different procedure,Gopnik and Astington (1988) first arranged a control condition in which children were shown a dollhouse.Inside the dollhouse was an apple.In the presence of the children,the experimenter opened the dollhouse and replaced the apple with a doll.A few minutes later,the children were asked what was currently in the dollhouse and what had previously been in the dollhouse.Only children who answered these questions correctly progressed to the experimental condition.Here,the experimenter showed children a candy box.When they opened it,the children discovered that it contained pencils.When the children were asked what they originally thought was in the box,most 5-year-olds said candy and most 3-year-olds said pencils.
-(Scenario II) In order to respond CORRECTLY in Wimmer and Perner's (1983) study,children need to:

Definitions:

Performance

The process of performing or executing an action, task, or function, typically evaluated against established norms of precision, thoroughness, and quickness.

Empowerment

is the process of providing individuals or groups with the tools, resources, and authority to make decisions and effect change.

Authority

The faculty to govern, resolve issues, and secure compliance.

Self-Control

The skill to manage one's emotional states, cognitive processes, and actions in situations presenting temptations and spontaneous impulses.