Video Reminders in a Representational Change Task: Memory for Cues but Not Beliefs or Statements

Philip David Zelazo, Janet J. Boseovski

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

Two experiments investigated the effect of video reminders on 3-year-olds' performance in a representational change task. In Experiment 1, children in a video support condition viewed videotapes of their initial incorrect statements about a misleading container prior to being asked to report their initial belief. Children in a control condition viewed an irrelevant videotape. Despite reporting what they had said on the videotape, children in the video support condition typically failed the representational change task. Experiment 2 replicated the main findings from Experiment 1 and also revealed that a video reminder failed to increase the likelihood that children would correctly report what they had said about the object. Results are discussed in terms of the processes whereby mnemonic cues might affect performance on tasks assessing theory of mind.

Original languageEnglish (US)
Pages (from-to)107-129
Number of pages23
JournalJournal of Experimental Child Psychology
Volume78
Issue number2
DOIs
StatePublished - Feb 2001

Bibliographical note

Funding Information:
The research reported here was supported in part by a grant from NSERC of Canada to P. D. Zelazo. We thank L. Booth, A.-L. Cohen, D. Collister, N. Kirkham, S. Marcovitch, and M. Scharer for assisting with data collection. J. Burack, S. Jacques, and S. Marcovitch provided helpful comments on an initial draft of this article.

Keywords

  • Children's memory
  • Executive function
  • External representations
  • Interference
  • Realist bias
  • Theory of mind
  • Video

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