Training Transfer Between Card Sorting and False Belief Understanding: Helping Children Apply Conflicting Descriptions

Abstract

Two studies investigated the parallel developmental progress in theory of mind and executive control, as exemplified by correlations between the Dimensional Change Card Sorting task (DCCS; Frye, Zelazo, & Palfai, 1995) and the false-belief task. Experiment 1 with sixty 3-year-old children confirmed earlier studies (e.g., Perner & Lang, 2002), suggesting that children's problem with the DCCS lies in the redescription of stimulus objects. Experiment 2 with forty-four 3- to 4-year-olds reinforced the correlational evidence for a developmental link by showing transfer of training: False-belief training improved DCCS performance, and DCCS training significantly increased children's performance on the false-belief task. Results are discussed in relation to 5 theories explaining the existing correlational evidence.