Abstract
This study aimed to discuss the possible difference between “knowing/not knowing question” and “predict question” of unexpected transfer task and the relations between these two questions and executive function tasks. Also we test the relation between the ability to understand intentional action and executive function tasks. The unexpected transfer task, the knee-jerk reflex task and two executive function tasks (Dimensional Change Card Sorting Test and hand game) were given to 59 children aged 3, 4 and 5 years old. The results showed that children’s performance on “knowing/not knowing question” was significantly better than on “predict question”. These two questions may reflect children’s different developmental level of TOM. The relationship between DCCS task, the knee-jerk reflex task and the “knowing/not knowing question” are so strong even after age and verbal intelligence are partialled out. We supposed that they need a common ability that is to form different representations for different approximate objects. We call this differentiated representations about two approximate objects as dual differentiated representations.
| Keywords: | theory of mind; executive function; dual differentiated representations; intention |
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