Variety in Parental Use of "Want" Relates to Subsequent Growth in Children's Theory of Mind

Autor/inn/en	Ruffman, Ted; Puri, Aastha; Galloway, Olivia; Su, Japher; Taumoepeau, Mele
Titel	Variety in Parental Use of "Want" Relates to Subsequent Growth in Children's Theory of Mind
Quelle	In: Developmental Psychology, 54 (2018) 4, S.677-688 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000459
Schlagwörter	Theory of Mind; Longitudinal Studies; Scaffolding (Teaching Technique); Parents; Toddlers; Preschool Children; Infants; Mothers; Parent Child Relationship; Correlation; Vocabulary; Perspective Taking; Pictorial Stimuli; Intervention; Foreign Countries; Statistical Analysis; Measures (Individuals); Language Skills; New Zealand; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Eltern; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Toddlers; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Wortschatz; Zukunftsperspektive; Fantasieanregung; Ausland; Statistische Analyse; Messdaten; Language skill; Sprachkompetenz; Neuseeland
Abstract	In 2 cross-lagged, longitudinal studies we contrasted parental talk about want in a single context versus multiple contexts. Study 1 examined thirty-two 2 year olds, with mothers describing pictures to children. Mothers could use want in zero, one, or multiple contexts. Children whose mothers used want in multiple contexts experienced a significantly larger gain in mental state terms over a 6-month period. Study 2 examined 50 preschoolers, measuring theory of mind (ToM) with tasks and mental state terms, then had parents intervene by reading booklets in which want was used in 1 or multiple contexts. Over a 6-week period, the latter group made larger gains in ToM. We posit that maternal use of want in multiple contexts assists understanding that want refers to an underlying mental state rather than a single behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01