H2020Индивидуална стипендия2018–2023

ToMSelfLink · Understanding Others and the Self - What does brain maturation tell us about early Theory of Mind development and its relation to the emergence of a self-concept in early childhood?

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2018-05-01 → 2023-03-29
Финансиране от ЕС: 200 195 €
Участници: 1
Схема: MSCA-IF

Линиите свързват координатора с партньорите.

Накратко на български

Развитието на социалното познание при децата се проучва чрез сравнение между начина, по който бебетата и предучилищаците разбират гледните точки на другите. Това помага да се разбере как се формира представата за себе си и как се развива способността ни да взаимодействаме с хората.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Understanding Others and the Self - What does brain maturation tell us about early Theory of Mind development and its relation to the emergence of a self-concept in early childhood?

Our human social interaction crucially relies on our ability to infer what other people have on their mind, referred to as Theory of Mind (ToM). Traditionally, ToM is thought to heavily rely on language and executive function and thus only develop around 4 years of age, when children begin to verbally reason about others' beliefs. However, a growing body of research shows that already preverbal infants seem to consider other people’s beliefs when predicting their actions. This has created a puzzle: Do infants already have a ToM? And if they do, why then do preschoolers still fail traditional verbal ToM tasks? ToMSelfLink asks which cognitive and neural processes underlie infant compared to verbal ToM tasks. We hypothesize that, instead of inferring other people’s thoughts and beliefs, infants’ own perspective may be biased by what other agents attend, and that the development of the self-concept then contributes to the emergence of different perspectives. Taken together, ToMSelfLink aims to reveal how infants and young children come to understand others, a core ability of human social cognition.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

Human social interaction crucially depends on our ability to understand what others think or believe, an ability referred to as Theory of Mind (ToM). While decades of research assumed that this milestone is reached around the age of 4 years, recently, novel infant ToM tasks have shown that already infants younger than 2 years expect people to act according to their beliefs - even if these differ from the infant’s own beliefs. This has created one of the biggest puzzles of developmental psychology: Why do children consistently fail traditional ToM tasks until the age of 4 years, if already infants understand others' beliefs? The supervisor has recently suggested how the emergence of a self-concept (SELF) and ability to distinguish between self and other might build a link between early- and later-developing ToM abilities.Here, we want to address these questions with cognitive neuroscience, by combining behavioral and infant functional neuroimaging (fNIRS) tasks of ToM and SELF with brain-structural magnetic resonance imaging (MRI). This combination of methods will allow us to compare the brain regions involved in the novel infant and later-developing traditional ToM tasks, and to study their link to the brain regions involved in SELF.I have a strong background in combining brain-structural MRI with behavioral ToM tasks in preschool-aged children. My supervisor is a world-leading expert in early ToM and developing cutting-edge neurocognitive tasks for preverbal infants. She was recently awarded an ERC grant to test her theory on the role of SELF for ToM. The current action importantly complements that project by an innovative neuroimaging approach, which uniquely becomes possible through our combined expertise. I will strongly benefit from the infrastructure and expertise in that project, and will be able to learn cutting-edge infant neurocognitive testing methods, crucial for my future career goal of becoming a leading researcher in early-childhood development.

Оригинален текст от CORDIS (на английски).

Участници

KOBENHAVNS UNIVERSITET · KOBENHAVNКоординаторДания