Kura
m
v
e
Uygulamad
a
Egiti
m
Bilimler
i
•
EducationalSciences:Theory
&
Practic
e
-
11(4
)
»Autum
n
•
1821-182
6
*201
1
Egiti
m
Daniçmanlig
i
v
e
Arastirmala
n
iletisi
m
Hizmetler
i
Tic
.
Ltd
.
Sti
.
Th
e
Developmen
t
o
f
Theor
y
o
f
Min
d
Accordin
g
t
o
Fals
e
Belie
f
Performanc
e
o
f
Childre
n
Age
s
3
t
o
5
Baha
r
KECEL
Í
KAYSIL
I
Ankar
a
Universit
y
Fund
a
ACARLA
R
Ankar
a
Universit
y
Abstrac
t
Thi
s
stud
y
ha
s
examine
d
th
e
rol
e
o
f
ag
e
i
n
th
e
fals
e
belie
f
understandin
g
i
n
typicall
y
developin
g
childre
n
an
d
t
o
deternnin
e
i
f
th
e
differen
t
typ
e
o
f
fals
e
belie
f
task
s
affect
s
performanc
e
o
n
fals
e
belief
.
Th
e
surve
y
researc
h
de
-
sig
n
wa
s
used
.
Fals
e
belie
f
understandin
g
wa
s
measure
d
i
n
7
2
childre
n
betwee
n
th
e
age
s
o
f
3.0
0
t
o
5.1
1
yea
r
old
.
Th
e
sampl
e
consiste
d
o
f
1
2
childre
n
i
n
eac
h
ag
e
grou
p
an
d
ag
e
group
s
wer
e
divide
d
int
o
si
x
mont
h
period
.
Fou
r
fals
e
belie
f
task
s
wer
e
conducted
.
Th
e
finding
s
o
f
thi
s
stud
y
indicate
d
tha
t
th
e
fals
e
belie
f
understandin
g
o
f
Turkis
h
speakin
g
childre
n
betwee
n
th
e
age
s
o
f
3.
0
t
o
5.1
1
yea
r
ol
d
ha
d
som
e
similaritie
s
a
s
wel
l
a
s
som
e
dif-
ference
s
t
o
childre
n
speakin
g
othe
r
tha
n
Turkish
.
3
yea
r
ol
d
childre
n
seeme
d
t
o
hav
e
develope
d
a
n
understan
-
din
g
o
f
th
e
ow
n
fals
e
belie
f
befor
e
the
y
develope
d
a
clea
r
understandin
g
o
f
others
'
fals
e
belief
.
I
t
wa
s
clea
r
tha
t
th
e
rapi
d
chang
e
o
f
understandin
g
fals
e
belie
f
seeme
d
t
o
hav
e
appeare
d
a
t
4.
6
yea
r
old
.
Keyword
s
Theor
y
o
f
Mind
.
Fals
e
Belief
.
Min
d
Reading
.
Theor
y
o
f
min
d
refer
s
t
o
a
n
understandin
g
o
f
men
-
ta
l
state
s
suc
h
a
s
belief
,
desir
e
an
d
knov^fledg
e
tha
t
enable
s
u
s
t
o
explai
n
an
d
predic
t
others
'
behavio
r
(WeUma
n
&
Estes
,
1986)
.
I
n
brief
,
theor
y
o
f
min
d
i
s
t
o
b
e
abl
e
t
o
reflec
t
o
n
th
e
content
s
o
f
one'
s
ow
n
an
d
othe
r
mind
s
(Baron-Cohen
,
2000)
.
Develop
-
menta
l
evidenc
e
suggest
s
tha
t
suc
h
thirüdn
g
i
s
no
t
automati
c
fo
r
youn
g
chüdren
,
wh
o
mus
t
develo
p
a
numbe
r
o
f
skiU
s
i
n
orde
r
t
o
reac
h
th
e
adul
t
leve
l
o
f
competenc
e
i
n
understandin
g
o
f
menta
l
states
.
Precursor
s
o
f
theor
y
o
f
min
d
includ
e
join
t
atten
-
tion
,
appreciatio
n
o
f
intentionality
,
recognitio
n
tha
t
differen
t
peopl
e
hav
e
differen
t
perspectives
.
Baha
r
KECEL
i
KAYSIL
I
i
s
currentl
y
a
lecture
r
an
d
a
doctorat
e
studen
t
a
t
th
e
Departmen
t
o
f
Specia
l
Education
.
He
r
researc
h
interest
s
includ
e
teac
-
hin
g
languag
e
an
d
communicatio
n
t
o
childre
n
wit
h
autis
m
an
d
developmenta
l
relationship
s
betwee
n
languag
e
an
d
theor
y
o
f
mind
.
Corres-
pondence:
Baha
r
Keçel
i
Kaysili
.
Ankar
a
Univer
-
sity
.
Facult
y
o
f
Educationa
l
Sciences
.
Departmen
t
o
f
Specia
l
Education
,
Ankara/Turkey
.
E-mail
:
kaysiliSeducation.ankara.edu.t
r
Phone
:
+9
0
31
2
36
3
3
3
50/3
0
U
.
us
e
o
f
menta
l
stat
e
word
s
an
d
preten
d
pla
y
(MiUer
,
2006)
.
Betwee
n
3
an
d
5
year
s
o
f
age
,
importan
t
de
-
velopmenta
l
change
s
i
n
theor
y
o
f
min
d
tak
e
plac
e
(d
e
ViUier
s
&
Pyers
,
2002
;
Flavell
,
Everett
,
Croft
,
&
FlaveU
,
1981
;
WeUman
,
Cross
,
&
Watson
,
2001
;
Youngblad
e
&
Dunn
,
1995)
.
Tw
o
yea
r
ol
d
childre
n
migh
t
understan
d
desires
,
perception
,
an
d
emo
-
tion
s
(Bartsc
h
&
WeUman
,
1995
;
WeUman
,
PhiUps
,
&
Rodriguez
,
2000)
.
Chüdre
n
a
t
thre
e
year
s
ca
n
distinguis
h
betwee
n
th
e
menta
l
an
d
physica
l
world
s
an
d
fro
m
thre
e
year
s
o
f
ag
e
chüdre
n
ca
n
gras
p
th
e
subjectivit
y
o
f
thought
s
(FlaveU
,
FlaveU
,
Green
,
&
Moses
,
1990
;
Watson
,
Gelman
,
&
WeU
-
man
,
1998
;
WeUma
n
&
Estes
,
1986)
.
Thre
e
an
d
fou
r
yea
r
old
s
als
o
distinguis
h
thinkin
g
fro
m
do
-
in
g
(FlaveU
,
Gree
n
&
FlaveU
,
1995)
.
Menta
l
state
s
ar
e
no
t
onl
y
non-physical
;
the
y
als
o
provid
e
th
e
cause
s
an
d
explanation
s
fo
r
persons
'
action
s
an
d
experience
s
(WeUma
n
&
Lagattuta
,
2000)
.
Mos
t
subsequen
t
researc
h
o
n
th
e
developmen
t
o
f
theor
y
o
f
min
d
ha
s
concerne
d
fals
e
belief
s
betwee
n
3
an
d
5
year
s
o
f
age
,
an
d
thei
r
rol
e
i
n
th
e
predictio
n
o
r
explanatio
n
o
f
behavior
,
an
d
i
n
attempt
s
t
o
manip
-
ulat
e
behavior
.
Wimme
r
an
d
Perne
r
(1983
)
showe
d
1821
1
EDUCATIONA
L
SCIENCES
:
THEOR
Y
&
PRACTIC
E
tha
t
a
full-fledge
d
TO
M
doesn'
t
develo
p
befor
e
th
e
ag
e
o
f
3/4
.
The
y
se
t
u
p
a
serie
s
o
f
experimenta
l
test
s
i
n
orde
r
t
o
chec
k
whethe
r
childre
n
betwee
n
3
an
d
5
year
s
o
f
ag
e
wer
e
abl
e
t
o
attribut
e
a
fals
e
belie
f
t
o
someon
e
else
.
Comprehendin
g
fals
e
belie
f
i
s
th
e
cleares
t
sig
n
o
f
tmderstandin
g
a
critica
l
aspec
t
o
f
th
e
mind
:
it
s
subjectivit
y
an
d
it
s
susceptibilit
y
t
o
manipulatio
n
b
y
informatio
n
(Dennett
,
1978
;
Wimme
r
&
Perner
,
1983)
.
Widel
y
use
d
version
s
o
f
first
orde
r
fals
e
belie
f
task
s
ar
e
th
e
appearanc
e
realit
y
distinction
,
th
e
unex
-
pecte
d
content
s
fals
e
behe
f
an
d
chang
e
i
n
locatio
n
tasks
.
The
y
ar
e
calle
d
first-order
test
s
becaus
e
the
y
onl
y
involv
e
inferrin
g
on
e
person'
s
menta
l
state
.
Accordin
g
t
o
Wellma
n
e
t
al
.
(2001
)
stud
y
allowe
d
a
n
estimat
e
o
f
th
e
probabilit
y
o
f
passin
g
th
e
fals
e
belie
f
tas
k
a
t
variou
s
ages
:
A
t
2.
5
years
,
childre
n
wer
e
les
s
tha
n
likel
y
t
o
pas
s
fals
e
belie
f
tasks
;
a
t
3
year
s
8
months
,
childre
n
wer
e
50
%
correct
;
an
d
a
t
4
year
s
8
month
s
chiliire
n
wer
e
abou
t
75
%
correct
.
Yoimge
r
childre
n
(3-year
s
an
d
5
month
s
o
r
young
-
er
)
eithe
r
fai
l
o
r
perfor
m
a
t
chanc
e
levels
,
wherea
s
olde
r
childre
n
pas
s
th
e
task
,
givin
g
a
n
adul
t
lik
e
answe
r
a
t
bette
r
tha
n
chanc
e
level
s
(Flavell
,
1999
;
Mose
s
8
f
FlaveU
,
1990
;
Wimme
r
&
Perner
,
1983)
.
Individua
l
difference
s
i
n
children'
s
theor
y
o
f
min
d
hav
e
bee
n
propose
d
b
y
Bartsc
h
an
d
Este
s
(1996)
.
Thes
e
ar
e
individua
l
difference
s
i
n
anteceden
t
causes
,
individua
l
difference
s
i
n
th
e
consequence
s
o
f
arrivin
g
earl
y
o
r
lat
e
t
o
a
theor
y
o
f
mind
,
th
e
possibilit
y
o
f
qualitativ
e
difference
s
i
n
theor
y
o
f
min
d
acros
s
individual
s
(famil
y
variables
,
othe
r
cognitiv
e
an
d
languag
e
abilitie
s
an
d
variou
s
socia
l
outcom
e
measures)
.
Childre
n
i
n
differen
t
countrie
s
performe
d
differentl
y
i
n
th
e
fals
e
belie
f
tasks
:
A
t
4
4
months
,
America
n
childre
n
wer
e
50
%
correct
,
Aus
-
tralian
s
wer
e
69
%
correc
t
an
d
Japanes
e
wer
e
40
%
correc
t
(Wellma
n
e
t
al.
,
2001)
.
Nevertheless
,
withi
n
eac
h
countr
y
th
e
ag
e
profil
e
ha
d
a
simila
r
shape
,
wit
h
poo
r
performanc
e
i
n
younge
r
childre
n
an
d
bette
r
performanc
e
i
n
olde
r
children
.
Th
e
researc
h
literatur
e
suggest
s
tha
t
ther
e
ar
e
measurabl
e
indi
-
vidua
l
difference
s
i
n
th
e
min
d
readin
g
abilitie
s
o
f
youn
g
childre
n
(Lewi
s
&
Osborne
,
1990
;
Slaughte
r
6
Gopnik
,
1996)
,
an
d
tha
t
thes
e
individua
l
differ
-
ence
s
ar
e
correlate
d
wit
h
variable
s
lik
e
famil
y
vari
-
ables
,
othe
r
cognitiv
e
construct
s
lik
e
languag
e
an
d
variou
s
socia
l
outcom
e
measure
s
(Hughes
,
1998
;
Jenkin
s
&
Astington
,
2000
;
Ruffman
,
Perner
,
&
Par
-
kin
,
1999
;
Slaughte
r
&
Repacholi
,
2003
;
Yagmurlu
,
Kazak-Berument
,
&
Çelimli
,
2005)
.
Withou
t
doubt
,
ther
e
i
s
a
relatio
n
betwee
n
lan
-
guag
e
an
d
fals
e
belie
f
understanding
.
Ther
e
ar
e
thre
e
possibilitie
s
abou
t
thi
s
relation
:
theor
y
o
f
min
d
depend
s
o
n
language
;
o
r
languag
e
depend
s
o
n
theor
y
o
f
mind
;
o
r
bot
h
depen
d
o
n
a
thir
d
fac
-
to
r
(Astingto
n
&
Jenkins
,
1999)
.
Grant
i
(2004
)
suggeste
d
tha
t
Turkis
h
speakin
g
childre
n
star
t
t
o
establis
h
som
e
tmderstandin
g
abou
t
othe
r
mind
s
startin
g
aroun
d
3
year
s
o
f
age
.
Children'
s
perfor
-
manc
e
reveale
d
highes
t
leve
l
o
f
understandin
g
fo
r
th
e
ver
b
sanmak
"thin
k
wit
h
implicatio
n
o
f
fals
e
belief
"
a
s
compare
d
t
o
othe
r
menta
l
verbs
,
bu
t
understandin
g
o
f
menta
l
verb
s
di
d
no
t
preced
e
fals
e
belie
f
understanding
.
Aksu-Koç
,
Aydin
,
Avci
,
Sefe
r
an
d
Ya
f
a
(2005)
,
suggeste
d
tha
t
a
sig-^nifican
t
interactio
n
effec
t
betwee
n
ag
e
an
d
typ
e
o
f
tas
k
showin
g
tha
t
4
year-old
s
score
d
highe
r
tha
n
3
year
-
old
s
o
n
fals
e
belie
f
task
s
bu
t
no
ag
e
effec
t
foun
d
o
n
appearance-realit
y
tasks
.
Shatz
,
Diesendnick
,
Martinez-Bec
k
an
d
Akar
,
(2003)
,
investigate
d
whethe
r
difference
s
i
n
th
e
lexica
l
explicitnes
s
wit
h
whic
h
language
s
expres
s
fals
e
belie
f
infiuenc
e
chil
-
dren'
s
performanc
e
o
n
standar
d
fals
e
belie
f
tasks
.
Bayramogl
u
an
d
Hohenberge
r
(2007
)
investigate
d
th
e
theor
y
o
f
min
d
developmen
t
o
f
4
an
d
5
yea
r
ol
d
Turkis
h
preschoolers
.
Th
e
result
s
indicate
d
tha
t
a
mai
n
effec
t
o
f
ag
e
wa
s
found
.
Researcher
s
sugges
t
tha
t
4
yea
r
ol
d
childre
n
ca
n
predic
t
th
e
action
s
o
f
someon
e
wit
h
a
fals
e
behe
f
an
d
ther
e
ar
e
measur
-
abl
e
individua
l
difference
s
i
n
th
e
min
d
readin
g
abilitie
s
o
f
youn
g
childre
n
(Wellma
n
e
t
al.
,
2001)
.
Therefore
,
i
t
i
s
importan
t
t
o
conduc
t
studie
s
i
n
language
s
othe
r
tha
n
English
.
I
t
woul
d
certainl
y
ad
d
weigh
t
t
o
findings
abou
t
min
d
readin
g
abili
-
tie
s
o
f
youn
g
childre
n
i
f
the
y
ar
e
replicated
.
Als
o
i
t
i
s
importan
t
t
o
determin
e
th
e
relationshi
p
betwee
n
fals
e
belie
f
understandin
g
an
d
othe
r
area
s
lik
e
lan
-
guage
,
cognitiv
e
construct
s
an
d
socia
l
outcomes.I
n
Turke
y
ther
e
ar
e
severa
l
studie
s
investigate
d
theor
y
o
f
min
d
performance
s
o
f
childre
n
betwee
n
3
t
o
5
year
s
ol
d
(Aksu-Ko
ç
e
t
al.
,
2005
;
Granti
,
2004)
.
I
n
thes
e
studie
s
standar
d
fals
e
belie
f
task
s
wer
e
ad
-
ministered
.
Als
o
i
n
thi
s
stud
y
standar
d
fals
e
belie
f
task
s
(appearance-realit
y
an
d
unexpecte
d
conten
t
an
d
thre
e
version
s
o
f
chang
e
i
n
location
)
wer
e
ad
-
ministered
.
Th
e
ai
m
o
f
th
e
presen
t
stud
y
wa
s
t
o
examin
e
th
e
rol
e
o
f
ag
e
i
n
th
e
fals
e
belie
f
understandin
g
i
n
TXirkis
h
speakin
g
childre
n
an
d
t
o
determin
e
i
f
th
e
differen
t
typ
e
o
f
fals
e
belie
f
task
s
affect
s
perform
-
anc
e
o
n
fals
e
belie
f
1182
2
KEÇEL
I
KAYSILI
.
ACARLA
R
/
Th
e
Developmen
t
o
f
Theor
y
o
f
Min
d
Accordin
g
t
o
Fals
e
Belie
f
Performanc
e
o
f
Children.
.
Metho
d
Mode
l
Whil
e
conductin
g
th
e
research
,
whic
h
wa
s
aime
d
t
o
determin
e
th
e
rol
e
o
f
ag
e
i
n
th
e
fals
e
belie
f
un
-
derstandin
g
i
n
Turkis
h
speakin
g
childre
n
an
d
t
o
determin
e
i
f
th
e
differen
t
typ
e
o
f
fals
e
belie
f
task
s
affect
s
performanc
e
o
n
fals
e
belief
,
th
e
surve
y
researc
h
desig
n
wa
s
use
d
(Büyüköztürk
,
Kiliç
-
Çakmak
,
Akgün
,
Karadeniz
,
8
c
Demirel
,
2008)
.
Participant
s
Participant
s
wer
e
selecte
d
fro
m
five
preschool
s
children
.
Becaus
e
o
f
materna
l
educatio
n
leve
l
wa
s
associate
d
wit
h
a
numbe
r
o
f
aspect
s
o
f
theor
y
o
f
min
d
(Pear
s
8
c
Moses
,
2003)
,
childre
n
whos
e
par
-
ents
'
educatio
n
leve
l
wa
s
a
t
leas
t
hig
h
schoo
l
wa
s
selected
.
Sevent
y
tw
o
typicall
y
developin
g
childre
n
betwee
n
th
e
age
s
o
f
3.0
0
t
o
5.1
1
yea
r
ol
d
wer
e
in
-
clude
d
i
n
th
e
sample
.
Th
e
sampl
e
consiste
d
o
f
1
2
childre
n
i
n
eac
h
ag
e
grou
p
an
d
ag
e
group
s
wer
e
divide
d
int
o
si
x
mont
h
period
.
Instrument
s
Fiv
e
fals
e
belie
f
task
s
wer
e
conducted
.
Appearance-realit
y
tas
k
modele
d
o
n
th
e
wor
k
o
f
Flavell
,
Flavel
l
an
d
Green
,
(1983)
,
examine
d
chil
-
dren'
s
abilit
y
t
o
distinguis
h
betwee
n
wha
t
a
n
objec
t
appear
s
t
o
b
e
an
d
wha
t
reall
y
is
.
I
n
orde
r
t
o
prob
e
th
e
child'
s
tmderstandin
g
o
f
he
r
ow
n
an
d
others
'
thoughts
,
question
s
regardin
g
th
e
child'
s
initia
l
mistake
n
belie
f
abou
t
th
e
objec
t
an
d
wha
t
another'
s
belie
f
abou
t
th
e
objec
t
wer
e
als
o
include
d
i
n
thi
s
task
.
Sugar
s
tha
t
loo
k
lik
e
pebble
s
wer
e
use
d
a
s
de
-
ceptiv
e
object
.
Bu
t
1
6
childre
n
wer
e
familia
r
wit
h
th
e
deceptiv
e
objec
t
s
o
thi
s
tas
k
wa
s
omitte
d
fro
m
th
e
analyses
.
Une3q)ecte
d
conten
t
tas
k
modele
d
o
n
th
e
wor
k
o
f
Hogrefe
,
Wimme
r
an
d
Perner
,
(1986)
.
Experi
-
mente
r
aske
d
childre
n
wha
t
the
y
believ
e
t
o
b
e
th
e
content
s
o
f
a
bo
x
tha
t
look
s
a
s
thoug
h
i
t
hold
s
a
cand
y
calle
d
"Bonibon"
.
Afte
r
th
e
children'
s
answer
,
eac
h
wa
s
show
n
tha
t
th
e
bo
x
i
n
fac
t
containe
d
pen
-
cils
.
Afte
r
thes
e
unexpecte
d
content
s
wer
e
replaced
i
n
th
e
box
,
th
e
childre
n
wer
e
aske
d
wha
t
the
y
ha
d
though
t
wa
s
insid
e
i
t
befor
e
i
t
wa
s
opene
d
an
d
wha
t
thei
r
frien
d
woul
d
thin
k
wa
s
insid
e
i
t
befor
e
i
t
wa
s
opened
.
Afte
r
thes
e
fals
e
belie
f
question
s
justifica
-
tio
n
o
f
th
e
predictio
n
questio
n
(why?
)
wer
e
als
o
aske
d
an
d
score
d
separately
.
Lewi
s
an
d
Osborn
e
(1990
)
foun
d
tha
t
tes
t
question
s
tha
t
ar
e
tempo
-
rall
y
specifi
c
an
d
syntacticall
y
straightforwar
d
enabl
e
mos
t
3
yea
r
old
s
t
o
attribut
e
fals
e
belief
s
o
f
others
.
Therefor
e
question
s
wer
e
pose
d
wit
h
tem
-
pora
l
marker
s
an
d
wit
h
specifi
c
fals
e
belie
f
ver
b
for
m
"san
"
(Wha
t
wil
l
X
thin
k
(san
)
i
s
insid
e
th
e
bo
x
befor
e
I
opene
d
it?)
.
A
scor
e
o
f
0
t
o
3
wa
s
give
n
fo
r
th
e
unexpecte
d
conten
t
task
.
Thre
e
"chang
e
i
n
location
"
fals
e
belie
f
task
s
(Baron
-
Cohen
,
Leslie
,
8
c
Frith
,
1985
;
Wimme
r
8
c
Perner
,
1983
)
wer
e
conducted
.
I
n
th
e
first
on
e
th
e
tas
k
acte
d
ou
t
wit
h
dolls
,
an
d
i
n
th
e
secon
d
on
e
chil
d
an
d
experimente
r
acte
d
th
e
scen
e
togethe
r
an
d
i
n
th
e
las
t
on
e
illustrate
d
shor
t
stor
y
wer
e
used
.
I
n
al
l
th
e
fals
e
belie
f
task
s
contro
l
question
s
wer
e
asked
.
Afte
r
thes
e
contro
l
question
s
"Loo
k
for
"
fals
e
be
-
lie
f
question
s
als
o
pose
d
wit
h
tempora
l
marker
s
(Wher
e
doe
s
Ayf
e
goin
g
t
o
loo
k
fo
r
th
e
bal
l
first
whe
n
sh
e
rettims?)
.
Furthermor
e
afte
r
fals
e
belie
f
question
s
justificatio
n
o
f
th
e
predictio
n
questio
n
(why?
)
wer
e
als
o
aske
d
an
d
score
d
i
n
eac
h
task
.
A
scor
e
o
f
0
t
o
6
wa
s
give
n
fo
r
th
e
chang
e
i
n
locatio
n
fals
e
belie
f
tasks
.
A
scor
e
o
f
0
t
o
9
wa
s
give
n
fo
r
th
e
tota
l
theor
y
o
f
min
d
score
.
Procedure
s
Al
l
o
f
th
e
childre
n
cooperate
d
wit
h
th
e
first
re
-
searcher
.
Dat
a
collectio
n
procedur
e
wa
s
carrie
d
ou
t
individually
i
n
a
quie
t
roo
m
i
n
thei
r
preschools
.
Th
e
task
s
wer
e
counterbalance
d
agains
t
th
e
orde
r
effect
.
I
t
take
s
abou
t
2
0
minute
s
t
o
conduc
t
al
l
th
e
fals
e
belie
f
tasks
.
Dat
a
Analysi
s
Th
e
Kruskal-Walli
s
Analysi
s
o
f
Varianc
e
wa
s
use
d
t
o
tes
t
difference
s
amon
g
ag
e
group
s
i
n
eac
h
o
f
th
e
tasks
.
Th
e
Man
n
Whitne
y
U-test
s
wa
s
use
d
t
o
tes
t
fo
r
difference
s
betwee
n
th
e
ag
e
group
s
o
n
th
e
fals
e
belie
f
tas
k
performances
.
Result
s
Th
e
percentile
s
o
f
tota
l
theor
y
o
f
min
d
score
s
showe
d
tha
t
th
e
25
*
percentil
e
mostl
y
involve
d
3.
0
t
o
4.
5
yea
r
ol
d
childre
n
whil
e
50
*
percentil
e
in
-
volve
d
4
yea
r
ol
d
an
d
olde
r
childre
n
(betwee
n
4.
0
t
o
5.1
1
yea
r
old
)
an
d
finally
75
*
percentil
e
mostl
y
involve
d
4.
6
t
o
5.1
1
yea
r
ol
d
children
.
I
n
th
e
ow
n
belie
f
tas
k
(unexpecte
d
conten
t
fals
e
be
-
lie
f
task
)
th
e
analysi
s
indicate
d
tha
t
n
o
significan
t
1823
1