The Ability of Preschoolers to Use Ideas About Other’s Knowledge and the Ways of Changing It

The article deals with the problem of the ability to use ideas about other’s knowledge and the ways of changing it, the ability to de-center thinking in the process of communication in the example of understanding deception in typically developing preschoolers and preschoolers with mental retardation. The recognition of deception is considered as a cognitive function, taking into account the specific techniques of the implementation of the mental model. Empirical sample of research: 72 children of pre-school age from 5 to 6 years. Contrast samples show the specificity of the lack of social interaction tools based on the mental model. Analyzed that in a game with deceit, a child is required to use signs to anticipate events that made it known about the nascent action of another person. In children with mental retardation in a game with deceptive action, shown a situational mode of action without taking into account the model of a mental interaction partner due to the lack of ability to decentration. The data reflects the relationship between the cognitive level of development and the level of the mental model in the process of forming the basis of social cognition and social experience in the early stages of ontogenesis.

1. Vygotskij L.S. Igra i ee rol' v psihicheskom razvitii rebenka [The game and its role in the mental development of the child] [Electronic resource]. Al'manah Instituta korrekcionnoj pedagogiki [Almanac of the Institute of Correctional Pedagogy], 2017,
   no. 28 URL: https://alldef.ru/ru/articles/almanac-28/the-game-and-its-role-in-the-mental-development -of-the-child (Accessed 07.12.2018) (In Russ.).
2. Vygotskij L.S. Voprosy teorii i istorii psihologii. Sobranie sochinenij: V 6-ti t. T. 1. [Questions of theory and history of psychology. Collected Works: In 6 vol. Vol. 1.].
   In A.R. Luriya, M.G. YAroshevskogo (eds.). Moscow: Pedagogika, 1982, 488 p. (In Russ.).
3. Gerasimova A.S., Sergienko Е.A. Ponimanie obmana det'mi 5–11 let i stanovlenie modeli psihicheskogo [Understanding deception by children 5–11 years old and the emergence of a mental model].Psihologicheskij zhurnal [Psychological journal], 2005,
   vol. 26, no 1., pp. 56–70. (In Russ.).
4. Gerasimova A.S., Sergienko E.A. Faktory i usloviya razvitiya ponimaniya obmana det'mi [Factors and conditions for the development of an understanding of cheating children]. In E.A. Sergienko (ed.) Issledovaniya po kognitivnoj psihologii [Сognitive psychology research]. Moscow: publ. of Institute of Psychology RAS, 2004, pр. 351–377.
   (In Russ.).
5. Kolesnikova N.I. Razvitie modeli psihicheskogo v period yunosti i zrelosti. Diss. kand. psihol. nauk. [The development of a mental model in the period of adolescence and maturity: PhD. (Psychology) diss.]. Moscow, 2012. 202 p. (In Russ.).
6. Koroleva N.A., Sergienko E.A. Genezis sootnosheniya modeli psihicheskogo i simvolicheskih funkcij v doshkol'nom vozraste [The genesis of the relationship model of mental and symbolic functions in the preschool age] [Electronic resource]. Psihologicheskie issledovaniya [Psychological research], 2017, vol. 10, no. 52, 9 p. URL: http://psystudy.ru (Accessed 27.11.2018). (In Russ.).
7. Najdenova A.V. Model' psihicheskogo detej-sirot. Diss. kand. psihol. nauk. [Model of mental. PhD. (Psychology) diss.]. Moscow, 2012. 197 p.
8. Nikol'skaya O.S., Baenskaya E.R., Libling M.M Autichnyj rebenok. Puti pomoshchi [Autistic child. Ways of help]. Moscow: Terevinf, 2017. 288 р.
9. Piazhe ZH. Psihologiya intellekta [Psychology of intelligence]. Saint-Petersburg: Piter, 2003. p.192 (In Russ.).
10. Sergienko E.A., Lebedeva E.I., Prusakova O.A. Model' psihicheskogo kak osnova stanovleniya ponimaniya sebya i drugogo v ontogeneze cheloveka [The model of the mental as the basis for the development of the understanding of oneself and another in the ontogeny of man]. Moscow: publ. of Institute of Psychology RAS, 2009. 415 p. (In Russ.).
11. Simashkova N.V. Kliniko-biologicheskie aspekty rasstrojstv autisticheskogo spektra [Clinical and biological aspects of autism spectrum disorders]. Moscow: Gehotar-Media, 2016. 288 p. (In Russ.).
12. Ulanova. A.YU. Model' psihicheskogo kak mental'naya osnova kommunikativnoj uspeshnosti detej 4-6 let. Diss. kand. psihol. nauk. [The mental model as a mental basis for the communicative success of children 4-6 years old. PhD. (Psychology) diss.]. Moscow, 2015. 201 p. (In Russ.).
13. Adenzato M., Ardito R.B. The role of theory of mind and deontic reasoning in the evolution of deception. In M. Hahn, S.C. Stoness (Eds.), Proceedings of the Twenty-First Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates, 1999. pp. 7– 12.
14. Baron-Cohen S. Mind Blindness. Cambridge, MA: MIT Press, 1995.
15. Baron-Cohen S., Leslie A.M., Frith U. Does the autistic child have a «theory of mind»? Cognition, 1985, vol. 21, no. 1, pp. 37–46. doi: 10.1016/0010-0277(85)90022-8
16. Baron-Cohen S., Leslie A.M., Frith U. Mechanical, behavioural and intentional understanding of picture stories in autistic children. British Journal of Developmental Psychology, 1986, vol. 4, no 2, pp. 113–125. doi: 10.1111/j.2044-835X.1986.tb01003.x
17. Boucher J., Lewis V. Memory impairments and communication in relatively able autistic children. Journal of Child Psychology and Psychiatry, 1989, vol. 30, no 1, pp. 99–122.  doi: 10.1111/j.1469-7610.1989.tb00771.x
18. Bruner J. Child's talk: Learning to Use Language. New York: Norton, 1985.
19. Gelb et Coidslein. Ueber den Einfluss des vollstandigen Verlustes des optischen Vorstellungvermogens auf das taktile Erkennen. Psychologische Analysen hirnpatho-logischer Falle, 1920, chap. 2, pp. 157–250.
20. Hobson R.P. Beyond Cognition: A Theory of Autism. New York: The Guilford press, 1989.
21. Frith U. A new look at language and communication in autism. British Journal of Disorders of Communication, 1989, no. 24, pp. 123–150.
22. Hobson R.P. Understanding persons: the role of affect. In Baron-Cohen S., Tager-Flusberg H., Cohen D.J. (eds.) Understanding Other Minds; Perspectives from Autism. Oxford: Oxford University Press, 1993, pp. 204–227.
23. Leslie A.M. Pretence and representation: the origins of "theory of mind". Psychological Review, 1987, no. 94, pp. 412–426.
24. Kasari C. Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children. Journal of Autism and Developmental Disorders, 1990, vol. 20, no. 1, pp. 87–100.
25. MacPherson A.C., Moore C. Attentional control by gaze cues in infancy. In R. Flomm, K. Lee, D. Muir (Eds.), Gaze-Following: Its Development and Significance. Mahwah,
    NJ: Lawrence Erlbaum Associates, 2007. pp. 53–76.
26. Moore C., Dunham P., Hillsdale N.J. Joint Attention: Its Origins and Role.
    In Development: Lawrence Erlbaum Associates, 1995. 294 p.
27. Mundy P. A manual for the Abridged Early Social Communication Scales (ESCS). Miami: University of Miami Psychology Department, 2003.
28. Mundy P., Sullivan L., Mastergeorge A.M. A parallel and distributed-processing model of joint attention, social cognition, and autism. Autism research, 2009, vol. 2, no. 1, pp. 2–21. doi: 10.1002/aur.61.
29. Rossano F., Carpenter M., Tomasello M. One-Year-Old Infants Follow Others Voice Direction. Psychological Science, 2012, vol. 23, no. 11, pp. 1298–1302. doi: 10.1177 /0956797612450032.
30. Ozonoff S. Components of executive function in autism and other disorders. In J. Russell (Ed.), Autism as an executive disorder. Oxford: Oxford University Press, 1997. pp. 179–211.
31. Scaife M., Bruner J. The capacity for joint visual attention in the infant. Nature, 1975, vol. 253, pp. 265–266.
32. Tomasello M. Understanding and sharing of intentions: the origins of cultural cognition. Behavioral and Brain Sciences, 2005, vol. 28, no. 5, pp. 675–735. doi: 10.1017/S0140525X05000129.