First Author: Nicole Merino
Second Author: Dr.Yukari Okomoto
Title: Appearance-Reality Understanding in Three-Year-Olds: The Effect of
Developmentally Appropriate Task Modifications
Abstract
This study investigated three-year-olds’ understanding of the distinction between appearance and
reality, a subdivision of theory of mind. Previous research suggests four- and five-year-olds
have a stable understanding of appearance-reality. However, research on three-year-olds’
competence in appearance-reality is less clear. Two original developmentally appropriate tasks
were compared against a standard appearance-reality task commonly used to test appearancereality understanding. Results indicated three-year-olds have a more sophisticated understanding
of appearance-reality than previous research suggests. Three-year-olds in this study were shown
to pass a developmentally appropriate standard task at significant levels, although failing the
standard task, demonstrating a more stable understanding of appearance-reality than previously
reported. Implications of the tasks used in this study and further testing for appearance-reality in
three-year-olds are discussed.