The mind-reality distinction: A conceptual perspective taking task in special population
Abstract
Children must come to distinguish between their own knowledge or subjective interpretation of an event and the objective reality that is external to the self. This research investigated the ability of special children to differentiate what is seen from what is know in a conceptual perspective-taking task. The task involved children?s ability to report the interpretation of someone who has less background information about a shared visual event.
l The results suggest that the awareness of the same visual information can be interpreted in different ways. It is a very late acquisition in mentally retarded subjects, and it appears as a variable independent from the mental age in this special population.
Key words: Perspective-tacking, Mentally retarded subjects, Interpretation, Inference ability. Mind-Reality
Citación recomendada | Recommended citation
Fernández, P. C.,
De Vega, T. F.,
&
Guerra y Cristina Núñez Del Río, I. L.
(2001)
.
The mind-reality distinction: A conceptual perspective taking task in special population.
Revista Española de Pedagogía, 59(219).
https://www.revistadepedagogia.org/rep/vol59/iss219/8
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
Perspective-tacking, Mentally retarded subjects, Interpretation, Inference ability. Mind-Reality
