Stepping Stones to Others' Minds: Maternal Talk Relates to Child Mental State Language and Emotion Understanding at 15, 24, and 33 Months

Autor/inn/en	Taumoepeau, Mele; Ruffman, Ted
Titel	Stepping Stones to Others' Minds: Maternal Talk Relates to Child Mental State Language and Emotion Understanding at 15, 24, and 33 Months
Quelle	In: Child Development, 79 (2008) 2, S.284-302 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01126.x
Schlagwörter	Toddlers; Parent Child Relationship; Mothers; Longitudinal Studies; Emotional Development; Child Development; Prediction; Schemata (Cognition); Sociocultural Patterns; Learning Theories; Social Development + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gefühlsbildung; Kindesentwicklung; Vorhersage; Cognition; Schema; Kognition; Soziokulturelle Theorie; Learning theory; Lerntheorie; Soziale Entwicklung
Abstract	This continuation of a previous study (Taumoepeau & Ruffman, 2006) examined the longitudinal relation between maternal mental state talk to 15- and 24-month-olds and their later mental state language and emotion understanding (N = 74). The previous study found that maternal talk about the child's desires to 15-month-old children uniquely predicted children's mental state language and emotion task performance at 24 months. In the present study, at 24 months of age, mothers' reference to others' thoughts and knowledge was the most consistent predictor of children's later mental state language at 33 months. Vygotsky's zone of proximal development provides a framework within which maternal talk, first, about the child's desires and then about others' thoughts and knowledge scaffolds children's social understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10