Pulling smarties out of a bag: a Headed Records analysis of childrenʹs recall of their own past beliefs

The work reported provides an information processing account of young childrenʹs performance on the Smarties task (Perner, J., Leekam, S.R., & Wimmer, H. 1987, Three-year-olds’ difficulty with false belief: the case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125–137). In this task, a 3-year-old is shown a Smarties tube and asked about the supposed contents. The true contents, pencils, is then revealed, and the majority of 3-year-olds cannot recall their initial belief that the tube contained Smarties. The theoretical analysis, based on the Headed Records framework (Morton, J., Hammersley, R.J., & Bekerian, D.A. 1985, Headed records: a model for memory and its failures, Cognition, 20, 1–23), focuses on the computational conditions that are required to resolve the Smarties task; on the possible limitations in the developing memory system that may lead to a computational breakdown; and on ways of bypassing such limitations to ensure correct resolution. The design, motivated by this analysis, is a variation on Pernerʹs Smarties task. Instead of revealing the tubeʹs contents immediately after establishing the childʹs beliefs about it, these contents were then transferred to a bag and a (false) belief about the bagʹs contents established. Only then were the true contents of the bag revealed. The same procedure (different contents) was carried out a week later. As predicted childrenʹs performance was better (a) in the ‘tube’ condition; and (b) on the second test. Consistent with the proposed analysis, the data show that when the computational demands imposed by the original task are reduced, young children can and do remember what they had thought about the contents of the tube even after its true contents are revealed.