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Bernard, Stephane

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Bernard, Stephane
Affiliation principale
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https://libra.unine.ch/handle/123456789/728

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  • Publication
    Accès libre
    Rousseau's Child : Preschoolers Expect Strangers to Favor Prosocial Actions
    (2014)
    Clément, Fabrice 
    ;
    Harris, Paul
    ;
    Bernard, Stephane 
    ;
    Antonietti, Jean-Philippe
    ;
    Kaufmann, Laurence
  • Publication
    Accès libre
    Social cognition is not reducible to theory of mind: When children use deontic rules to predict the behaviour of others
    (2011)
    Clément, Fabrice 
    ;
    Bernard, Stephane 
    ;
    Kaufmann, Laurence
    The objective of this paper is to discuss whether children have a capacity for deontic reasoning that is irreducible to mentalizing. The results of two experiments point to the existence of such non-mentalistic understanding and prediction of the behaviour of others. In Study 1, young children (3- and 4-year-olds) were told different versions of classic false-belief tasks, some of which were modified by the introduction of a rule or a regularity. When the task (a standard change of location task) included a rule, the performance of 3-year-olds, who fail traditional false-belief tasks, significantly improved. In Study 2, 3-year-olds proved to be able to infer a rule from a social situation and to use it in order to predict the behaviour of a character involved in a modified version of the false-belief task. These studies suggest that rules play a central role in the social cognition of young children and that deontic reasoning might not necessarily involve mind reading.
  • Publication
    Accès libre
    Procedural Metacognition and False Belief Understanding in 3- to 5-year-old Children
    (2015-10-30)
    Bernard, Stephane 
    ;
    Proust, Joelle
    ;
    Clément, Fabrice 
    Some studies, so far limited in number, suggest the existence of procedural metacognition in young children, that is, the practical capacity to monitor and control one’s own cognitive activity in a given task. The link between procedural metacognition and false belief understanding is currently under theoretical discussion. If data with primates seem to indicate that procedural metacognition and false belief understanding are not related, no study in developmental psychology has investigated this relation in young children. The present paper aims, first, to supplement the findings concerning young children’s abilities to monitor and control their uncertainty (procedural metacognition) and, second, to explore the relation between procedural metacognition and false belief understanding. To examine this, 82 3- to 5-year-old children were presented with an opt-out task and with 3 false belief tasks. Results show that children can rely on procedural metacognition to evaluate their perceptual access to information, and that success in false belief tasks does not seem related to success in the task we used to evaluate procedural metacognition. These results are coherent with a procedural view of metacognition, and are discussed in the light of recent data from primatology and developmental psychology.
  • Publication
    Accès libre
    Emotional expression and vocabulary learning in adults and children
    (2013)
    Clément, Fabrice 
    ;
    Bernard, Stephane 
    ;
    Grandjean, Didier
    ;
    Sander, David
    A great deal of what we know about the world has not been learned via first-hand observation but thanks to others? testimony. A crucial issue is to know which kind of cues people use to evaluate information provided by others. In this context, recent studies in adults and children underline that informants? facial expressions could play an essential role. To test the importance of the other?s emotions in vocabulary learning, we used two avatars expressing happiness, anger or neutral emotions when proposing different verbal labels for an unknown object. Experiment 1 revealed that adult participants were significantly more likely than chance to choose the label suggested by the avatar displaying a happy face over the label suggested by the avatar displaying an angry face. Experiment 2 extended these results by showing that both adults and children as young as 3 years old showed this effect. These data suggest that decision making concerning newly acquired information depends on informant?s expressions of emotions, a finding that is consistent with the idea that behavioural intents have facial signatures that can be used to detect another?s intention to cooperate.
  • Publication
    Accès libre
    The power of well-connected arguments: Early sensitivity to the connective because.
    (2012)
    Bernard, Stephane 
    ;
    Mercier, Hugo 
    ;
    Clément, Fabrice 
    Connectives, such as because, are routinely used by parents when addressing their children, yet we do not know to what extent children are sensitive to their use. Given children's early developing abilities to evaluate testimony and produce arguments containing connectives, it was hypothesized that young children would show an appropriate reaction to the presence of connectives. Three experiments were conducted to test this hypothesis. In each, two informants gave contradicting statements regarding the location of an object and justified their positions by using a similar argument. Only one of the informants used the connective because to link his argument to the statement. In each experiment, the 3-year-olds performed at chance in selecting choices containing the connective because, but the 4- and 5-year-olds performed above chance. Moreover, in Experiments 2 and 3, the 4-year-olds, 5-year-olds, and adults performed significantly better than the 3-year-olds. These findings show that 4-year-olds, 5-year-olds, and adults are sensitive to the presence of connectives. An interpretation of the difference in performance between the 3-year-olds and the 4- and 5-year-olds in terms of metarepresentational skills is suggested.
  • Publication
    Accès libre