Schuwerk, Tobias and Kampis, Dora and Alessandroni, Nicolás and Altvater-Mackensen, Nicole and Arias-Trejo, Natalia and Axelsson, Emma and Baillargeon, Renée and Baumann, Anna-Elisabeth and Bernard, Cyann and Biro, Szilvia and Blankenship, Tashauna and Blomberg, Isa and Bohn, Manuel and Bradford, Elisabeth E.F. and Byers-Heinlein, Krista and Grabolosa, Irene Canudas and Chen, Emily M and Chen, Xiaoyun and Corbit, John and Dörrenberg, Sebastian and Fisher, Cynthia and Forbes, Samuel H. and Franchin, Laura and Fulcher, Tess and Geraci, Alessandra and Gonzalez-Gomez, Nayeli and Grohmann, Paul and Wiesmann, Charlotte Grosse and Hamlin, Kiley and Haun, Daniel and Havron, Naomi and Hepach, Robert and Hermansen, Tone Kristine and Hernik, Mikołaj and Huemer, Michael and Hunnius, Sabine and Hyde, Daniel C. and Jaffe-Dax, Sagi and Jakobsen, Krisztina V. and Jankiewicz, Grzegorz and Jędryczka, Wiktoria and Kartushina, Natalia and kfir, coral and Khalaila, Manar and Kingo, Osman and Klau, Mona M. and Koleini, Ada and Kona, Abhinav and Kong, Shannon and Kosakowski, Heather and Kovács, Ágnes Melinda (2025) Action anticipation based on an agent's epistemic state in toddlers and adults. Other. PsyArXiv.
Full text not available from this repository.Abstract
Do toddlers and adults engage in spontaneous Theory of Mind? This multi-lab collaboration examined whether 18- to 27-month-olds’ and adults’ anticipatory looks distinguish between two basic forms of epistemic states: knowledge and ignorance. In adults (n = 703, 68% female), we found clear evidence that they do: they showed simple goal-based action anticipation in pilot studies and differentiated between knowledge and ignorance conditions in the main study. In toddlers (n = 521, 49% female), results were less conclusive. While demonstrating goal-based action anticipation in pilot studies, they did not differentiate between knowledge and ignorance as predicted. Future research can explore adults’ sensitivity to more complex epistemic states like true/false beliefs and clarify whether toddlers’ results reflect competence or performance limitations.