BUCH
Theory of Mind in the Pacific
Reasoning Across Cultures
Herausgeber: Wassmann, Jürg | Träuble, Birgit | Funke, Joachim
Heidelberg Studies in Pacific Anthropology, Bd. 1
2013
Zusätzliche Informationen
Bibliografische Daten
Abstract
The ascription of desires or beliefs to other people is a milestone of human sociality. It allows us to understand, explain, and predict human behaviour. During the last years, research on children’s knowledge about the mental world, better known as theory of mind research, has become a central topic in developmental psychology and the role of cultural impact is Subject of various theoretical yet hitherto few empirical accounts. This book is the result of intensive collaboration between anthropologists and psychologists in the field of cross-cultural research on social cognitive development. Five interdisciplinary research teams, coming from the University of Heidelberg, were investigating five Pacific Island societies. All together, they were interested in the question of how and when children in these different cultures come to assign mental states to others. This unique research project combines sound ethnography of different Pacific cultures with thoroughly conducted experimental work, done by developmental psychologists; it presents a shared, thoughtful analysis of the results and provides deeper insight into current debates on the ontogeny of theory of mind competencies.
Inhaltsverzeichnis
| Zwischenüberschrift | Seite | Aktion | Preis |
|---|---|---|---|
| Contents | V | ||
| List of Maps, Figures, Illustrations and Tables | VII | ||
| Maps | VII | ||
| Map Prologue 1: Pacific Islands | 4 | ||
| Map 2.1: The Islands of Tonga | 42 | ||
| Map 3.1: The Samoan Islands | 80 | ||
| Map 4.1: The Micronesia Islands | 115 | ||
| Map 5.1: The Finisterre Range and the Yupno region | 145 | ||
| Map 6.1: The Bosmun region | 194 | ||
| Figures | 61 | ||
| Figure 2.1: Performance on the false belief question of the three- to four- and the five- to six-year-old participants | 61 | ||
| Figure 2.2: Performance on the representational change question of the three- to four- and the five- to six-year-old participants | 62 | ||
| Figure 2.3: Performance on the false belief question I of the three- to four- and five- to six-year-old participants | 63 | ||
| Figure 3.1: Performance on false belief task for children aged three to eight and eight to fourteen by percentage | 98 | ||
| Figure 3.2: Percentage of children by age who passed the false belief task | 99 | ||
| Figure 4.1: Material used on Yap Island | 135 | ||
| Figure 4.2: Material used on Fais Island | 136 | ||
| Figure 5.1. Schematic experimental setup during the location change task | 165 | ||
| Figure 5.2: Children’s performance in the critical false belief tasks of the location change game, compared to chance | 172 | ||
| Illustrations | 49 | ||
| Illustration 2.1: Children of a Wesleyan kindergarten in Nuku‘alofa | 49 | ||
| Illustration 2.2: Experimental material used in the change of location task | 53 | ||
| Illustration 2.3: Children during the warm-up period preceding the experiments | 55 | ||
| Illustration 3.1: False belief task in village 1 Primary School | 95 | ||
| Illustration 3.2: Test-setting with camera in village 2 Primary School | 96 | ||
| Illustration 4.1: Fais Island | 121 | ||
| Illustration 4.2: One of the Fais chiefs thatching the roof and doing women’s work | 122 | ||
| Illustration 4.3: Children participating in a funeral ceremony | 124 | ||
| Illustration 4.4: Man on Fais carving a canoe, observed by his three- and five-year-old children | 126 | ||
| Illustration 4.5: Three-year-old research participant, father (middle) and research assistant on Fais Island | 131 | ||
| Illustration 4.6: Participants (three and five years old) on Yap Island | 132 | ||
| Illustration 5.1: Upper Gua village | 147 | ||
| Illustration 5.2: Inside a traditional house | 148 | ||
| Illustration 5.3: Bainang surrounded by her children | 150 | ||
| Illustration 5.4: After the testing session: Wilma, the field assistant, with children holding soap, "bebi kat" and biscuits | 159 | ||
| Illustration 6.1: Bosmun children sitting in the motor canoe to Daiden | 208 | ||
| Illustration 6.2: Mask-like leaves which were offered as a substitute for the hand-puppets | 212 | ||
| Illustration 6.3: Retnus (left) and Waitnus (right) | 214 | ||
| Tables | 91 | ||
| Table 3.1: Number of children tested per class/school and village | 91 | ||
| Table 3.2: Number of children by age who failed and succeeded | 99 | ||
| Table 3.3: Number of correct and wrong replies in the study by Callaghan et al. (2005) in Samoa | 100 | ||
| Table 5.1. Yupno children’s performance in the deceptive container task | 171 | ||
| Table 5.2: Yupno children’s performance across the two critical location change tasks | 173 | ||
| Table 6.1: Modified representational change paradigm (cf. Perner et al. 1987) | 205 | ||
| Table 6.2: Frequencies and percentages of Bosmun children’s responses to the think question | 209 | ||
| Table 6.3: Frequencies and percentages of the Bosmun children’s exclusion of the Waitnus and Retnus puppets | 217 | ||
| Table 7.1: Overview of all test results (Bender and Beller 2012: 205) | 245 | ||
| Prologue | 1 | ||
| GUSTAV JAHODA - Foreword: How We Got to Where We Are | 5 | ||
| 1 Human Social Cognition – The Theory of Mind Research | 13 | ||
| 2 Theory of Mind in Tonga: The Onset of Representational Change and False Belief Understanding in Tongan Children | 39 | ||
| 3 False Belief Understanding in Samoa: Evidence for Continuous Development and Cross-Cultural Variability | 79 | ||
| 4 Psychology Meets Cultural Anthropology: Interdisciplinary Research with Children in Micronesia | 109 | ||
| 5 Of Biscuits, Soap and Stones. Representational Change and False Belief Understanding among Yupno Children in Papua New Guinea | 143 | ||
| 6 Investigating the Understanding of False Belief among the Bosmun of Northeast Papua New Guinea | 193 | ||
| 7 Epilogue. Reflections on Personhood and the Theory of Mind | 233 | ||
| Notes on Contributors | 257 | ||
| Index | 263 |
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