Why Language Matters for Theory of Mind
Ontario Institute for Studies in Education University of Toronto Janet Wilde Astington Department of Human Development and Applied Psychology, Jodie A. Baird Department of Psychology Villanova University
Oxford University Press, Feb 25, 2005 - Psychology - 368 pages
"Theory of mind" is the phrase researchers use to refer to children's understanding of people as mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states. The gradual development of children's theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children's linguistic abilities and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology.
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Acquiring A Conception Of Mind: A Review Of Psychological Research And Theory
No preview available - 1996
Why Language Matters
2 Language Pathways into the Community of Minds
3 Communication Relationships and Individual Differences in Childrens Understanding of Mind
4 Conversation Pretense and Theory of Mind
The GivenNew Distinction and Childrens Developing Theory of Mind
6 The Developmental Origins of Meaning for Mental Terms
7 Language Promotes Structural Alignment in the Acquisition of Mentalistic Concepts
Implications for Theory of Mind
10 Can Language Acquisition Give Children a Point of View?
11 What Does That Have to Do with Point of View? Conflicting Desires and Want in German
12 Linguistic Communication and Social Understanding
What Deaf Children Tell Us
14 How Language Facilitates the Acquisition of FalseBelief Understanding in Children with Autism
Common or Distinct?
9 Representational Development and FalseBelief Understanding
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3-year-olds absent reference adult argue assess Astington Baron-Cohen Bartsch behavior belief Cambridge chapter chil Child Development children with autism children’s understanding clauses cognitive community of minds concepts conﬂicting context conversation correlation deaf children desire Developmental Psychology discourse dren emotion Erlbaum evidence experience experimenter false complements false-belief reasoning false-belief task false-belief understanding ﬁrst ﬂexibility Gentner Gopnik Happé individual differences infants inﬂuence intention interactions irrealis knowledge labeling language acquisition language and theory linguistic Linguistic determinism ment mental terms mental-state mothers Nelson Nicaraguan Sign Language nonverbal object oral deaf Oxford Pemer performance Perner perspective pragmatic predict preschoolers pretend pretend play propositional attitudes Pyers question reference relation relationship relevant representation role scores semantic sentential complements social understanding story structure syntactic syntax Tager-Flusberg talk theory of mind theory-of-mind tasks tion Tomasello training studies understanding of mind University Press verbs Villiers Wellman young children Zelazo