How do children between the ages of three and five internally represent the complexity of their world? In this program, academic researchers from Cambridge University and elsewhere discuss a theory of mind that stems from a child’s experiential-based understanding of causal relationships. Observations drawn from experiments employing false belief tasks and analogical reasoning games support their hypothesis as an alternative to the neuro-cognitive module concept. Piaget’s theory is also addressed. Produced by the Open University. (30 minutes)