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This research examines how neural mechanisms in preschoolers relate to their ability to pass False Belief Tasks.

January 23, 2026

Is transition from failing to passing False Belief Task reflected in the social brain? Insights from an fNIRS study with preschoolers

Key Points

This research examines how neural mechanisms in preschoolers relate to their ability to pass False Belief Tasks.
Utilized functional near-infrared spectroscopy (fNIRS) to measure brain activity.
Monitored preschoolers while they completed explicit False Belief Tasks (eFBT).
Analyzed brain activity during the belief formation and explicit answer phases.
Key brain regions, TPJ and IFG, were active during the belief formation phase regardless of task performance.
Greater activation in the right IFG was found in Passers compared to Non Passers during the explicit answer phase.
Results indicate that Passers paid more attention and utilized belief-related knowledge more effectively.

Abstract

The preschool years are crucial for developing theory of mind (ToM) - understanding others' mental states. During this period, children transition from failing to passing explicit False Belief Tasks (eFBT), but the neural mechanisms behind this shift remain unclear. While the adult ToM brain network is well-studied, neuroimaging of children under six is limited. Most studies treat eFBT as a single process, overlooking distinct neurocognitive mechanisms in forming mental state representations (belief formation phase) and applying them to complete tasks (explicit answer phase). To address this gap, we investigated brain activity using functional near-infrared spectroscopy (fNIRS) during eFBT completion in preschoolers. Results show that the key brain regions critical for mentalizing (temporo-parietal junction (TPJ) and inferior frontal gyrus (IFG) activate in children regardless of their eFBT performance. This pattern was observed during the belief formation phase, when the discrepancy between the child's belief and the protagonist's belief is introduced. In addition, greater activity in the right IFG was observed in Passers compared to Non Passers during the explicit answer phase, regardless of condition. This suggests that Passers exerted more attention, possibly becoming more effective at applying belief-related knowledge during response selection. Findings align with developmental continuity approach to ToM development.

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Is transition from failing to passing False Belief Task reflected in the social brain? Insights from an fNIRS study with preschoolers

Key Points

Abstract

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