Training Transfer Between Card Sorting and False Belief Understanding: Helping Children Apply Conflicting Descriptions

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Abstract
Two studies investigated the parallel developmental progress in theory of mind and executive control, as exemplified by correlations between the Dimensional Change Card Sorting task (DCCS; Frye, Zelazo, & Palfai, 1995 ) and the false‐belief task. Experiment 1 with sixty 3‐year‐old children confirmed earlier studies (e.g., Perner & Lang, 2002 ), suggesting that children's problem with the DCCS lies in the redescription of stimulus objects. Experiment 2 with forty‐four 3‐ to 4‐year‐olds reinforced the correlational evidence for a developmental link by showing transfer of training: False‐belief training improved DCCS performance, and DCCS training significantly increased children's performance on the false‐belief task. Results are discussed in relation to 5 theories explaining the existing correlational evidence.