The Sally Anne Test Education Essay. Reaserch Paper

Try this theory of mind test (i.e. the Sally Anne Test) on two children: a 3-year-old and an older child (e.g., 5+ years old).
STEPS:
1)Prepare two dolls, and two boxes with a few marbles (or some other small objects) in them.
2)With the first child, introduce the child to the two dolls, one called Sally and the other called Anne.
3)Show the child that each doll has her own box with marbles inside.
4)Tell the child that Sally is going out for a minute and remove the doll from the scene (leave her box behind).
5)Tell the child that Anne is going to play a trick on Sally, then have her open Sally’s box, take marbles out, and put them in her own box.
6)Sally returns and does not know what happened.
7)Ask the child: Where should Sally look for her marbles?
8)Repeat steps for the other child.
Observe and note how the two children responded to this test. How were your observations similar and different between the children? 
use the reading I give you to write this test. MUST reference the Articles!! and MUST use the articles
Knowledge of Others and Self
Up to this point in this course, we have explored and discussed cognitive development in relation to factors within the child, that is, how perception, memory, and attention contribute to children’s cognitive development. Social cognition is considered “the other cognitive development” (Flavell, Miller, & Miller, 2002). It is at the intersection of thinking and of social and emotional understanding. What it is not is a sociocultural approach to thinking (i.e., Vygotsky).
Social cognition theory takes people and their interactions into account. Children form an awareness of themselves and learn through engaging with others. Social cognition is thinking about others and thinking about oneself. Children learn about the social world by paying attention to social stimuli, which are often much more interesting than the objects around them.
Reading Orgnizer
 
Age of Child
What are the key ideas and terminology?
What does the research say?
Understanding of Others:
Attention to Social Stimuli
Prompts:
What evidence of attention to social stimuli have we already learned about (i.e., perception)?
What is stranger anxiety evidence of?
Early Social Interactions
What is contingent interaction? Why is it important?
What is the relationship between “still face” and infants’ expectations?
Why is joint attention important developmentally?
Early Understanding of Emotional Expressions
What did Walker (1982) find with regard to facial expressions?
What is social referencing? What does it mean for how how infants gather information from the social world?
Concepts of Other People
How do young children’s concepts about others change over time?
What does the research say related to “disposition”? How does this help us understand children’s predictions about other’s actions?
Understanding of Self:
Awareness and Recognition of Self
When do babies become aware of themselves?
What is the “rouge test”?
Concepts of the Self
How do children’s self-concepts move from simple, external and concrete; to complex, internal and abstract?
Self-Recognition
As you will have read about on page 311 of your textbook, there are big developments between 15 and 24 months with regard to development of social cognition. One of these developments is with regard to awareness and recognition of the self. Behavioural research suggests that young children’s awareness of themselves is established by two years old. What evidence is presented in your textbook to support this claim? 
Knowledge About Mental States
When my daughter was about 15 months old, I played hide-and-seek with her. When it was her turn to hide, I said, "It’s your turn now, go hide, Charlotte.” She promptly covered her eyes and stood still.
Charlotte, at that age, did not realize that other people have different conceptions of the world and what she believes about something is not the same as what others do. In other words, Charlotte needed to acquire an understanding of other people’s minds. Researchers call this “theory of mind”. Theory of mind is “the ability to attribute mental states—beliefs, intents, desires, emotions, knowledge, etc.—to oneself, and to others, and to understand that others have beliefs, desires, intentions, and perspectives that are different from one’s own” (Wikipedia, 2018(Opens new window)). Work on through the module to learn more about young children’s theory of mind. 
Testing Theory of Mind
Research suggests that children achieve a fully representational theory of mind between the ages of 3 and 4 years old (but as you will learn further on, this is an area of debate). Given that young children cannot necessarily acknowledge or communicate their understandings about intentions, desires, beliefs, etc., how do researchers go about finding this out? The most common measure of theory of mind is the false-belief test.
When Does Theory of Mind Begin?
One of the overarching questions in the research related to social cognition and theory of mind has been: When does theory of mind begin? Originally it was thought that children did not have a full-fledged theory of mind until 5 years of age. That said, research since suggests that it may begin sooner than we once thought. 
Sources of Development
The factors that contribute to children’s developing understanding of mind is an area of great debate. Maturation, general cognitive growth, social experience, and language development (pages 328 to 331) are some of the more salient arguments.
The Importance of Communication
One of the critical factors that enhances development of understanding of the mind is communication. The following research investigated deaf children’s theory of mind using a nonverbal false-belief test. You read very briefly about it on page 330 of your textbook.
Read the following additional reading and use the research template available below to abstract significant information about the methodology and conclusions. The template will help you to attend to the important parts of a research publication. When you have completed your template, feel free to add it to your learning journal. 
Understanding the Social World
The final area that we cover in this module related to children’s development of social cognition is how young children develop an understanding of social rules and social groups like gender, race, ethnicity, and class. In other words, their understanding of the social world. Children learn about the difference between social and moral rules as early as age 3, and by age 4 they can understand that the ability to follow rules is influenced by having knowledge about the rules but also the motivation to follow them.
Knowledge about social categories follows a developmental trajectory similar to what we have learned about in other areas of cognition. Namely, that development moves from a focus on concrete and observable characteristics to abstract and non-observable ones. We saw this in the fish-dolphin-shark example in the conceptual development module.
Summary
This module completes our coverage of the development of social cognition. In this module you learned to explain the concept of social cognition in young children, and to compare and contrast social and non-social cognition theories, specifically how social cognition theories differ from sociocultural approaches to cognitive development.
You also learned to describe characteristics of infant social cognitive development, and specifically how they develop an understanding of others and self, but also how they develop knowledge about a plethora of mental states and activities (i.e., intention, desires, beliefs, thinking, knowing, pretending, and fantasy). Through two videos and an application activity (the Sally Anne test), you learned to explain children’s theory of mind and its relationship to the development of social cognition. 
Finally, you reviewed research that provides evidence of children’s understanding of the social world (e.g., social rules and social categories, for example, gender and ethnicity) and learned to report some of the major findings from this research.