FBU Analysis

It is an abstract concept involves complex mental process. Children begin to display FBU around age of five (Gable & Hunting, 2001). FBU and SC support each other in bidirectional ways in a cycle (Razza & Blair, 2009). The acquisition of the FBU helps children to learn that thoughts are related to both emotional and behavioural outcome (Razza & Blair, 2009). The information received from FBU can than motivate the child to enrich their growth of SC (Razza & Blair, 2009). In another way around, positive social interaction can encourage individual to be willing or wanting to understand others or themselves, which stimulate individual to scaffold their knowledge of false-understanding (Razza & Blair, 2009). The relation of FBU and SC is also supports …show more content…
Individual’s FBU are associated between their understanding of beliefs and behaviour (Razza & Blair, 2009; Sabbagh, Moses, & Shiverick, 2006). For children to connect the concept of false-believe, the cognitive function from executive skills are required to reasoning the abstract representations and to analysing about person’s thoughts and beliefs (Razza & Blair, 2009; Sabbagh, Moses, & Shiverick, 2006). EF is also compulsory to manage the tasks that measures individual’s level of SC, for example, attention and self-control (Kidd, Palmeri & Aslin 2013; Lillard & Peterson, 2011). To sum up, EF needs to be established in order to develop FBU and SC, so that the FBU and SC can support each other for further …show more content…
They examine the association between EF, FBU and SC within a low Socio-economic status (SES) sample of pre-schoolers. Sixty-eight children (mean age =5.2) were included in the sample, and they were from kindergarten and preschool classrooms spanning three rural counties in central Pennsylvania. Those children were then given different tasks to measure individual’s FBU, EF, SC and language ability over the three-year