Investigator: Jennifer Van Reet, Providence College

Mentor: David Sobel, Brown University

Scientific Theme: Neuroscience

Abstract: One experiment is proposed to test whether 18 – 24-month-old children have an action-based or mental state-based understanding of pretense. Specifically, this research is designed to determine whether toddlers initially represent pretense simply as an action or whether toddlers appreciate the role of the mind and mental states in pretense. To do so, children will observe an actor pretending correctly with a previously novel object. In one condition, the object will be novel to the pretender; in the other, the object will be familiar to the pretender. Children’s looking time to this event will be measured. If children look longer at the pretender who has no knowledge of what the object is, this is will indicate that toddlers hold a mental-state based understanding of pretense. Equal looking times to the two events will indicate an action-based understanding. Several other variables will be measured, including children’s ability to pretend, their ability to comprehend pretense in others, and their executive functioning in order to determine whether any of these factors play a role in how toddlers understand pretense. Results are expected to inform and help revise current theories of how the mental process of pretending develops. They may also contribute to our understanding of why some children do not pretend and whether pretense is an appropriate context for learning new information.

Human Health Relevance: This research will add to our knowledge of early cognitive development, specifically in regards to the initial development of children’s understanding of pretense. Knowledge gained from this project may inform or contribute to the development of new best practices in clincal psychology, specifically in regards to early diagnosis or treatment of autism, and early childhood education.