Signs of Pretense across Age and Scenario

Autor/inn/en	Lillard, Angeline; Nishida, Tracy; Massaro, Davide; Vaish, Amrisha; Ma, Lili; McRoberts, Gerald
Titel	Signs of Pretense across Age and Scenario
Quelle	In: Infancy, 11 (2007) 1, S.1-30 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-0008
Schlagwörter	Mothers; Hygiene; Child Care; Behavior; Attention; Experiments; Psychological Studies; Parent Child Relationship; Preschool Children; Infants; Age Differences; Child Development + Suchen Sie Ihr Suchwort? Mother; Mutter; Kinderfürsorge; Kinderbetreuung; Aufmerksamkeit; Erprobung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung
Abstract	Participation in imagined worlds is a hallmark of the human species, and yet we know little about the context of its early emergence. The experiments reported here replicated and extended in 2 directions Lillard and Witherington's (2004) study of how mothers pretend to have snacks, across different ages of children (15- to 24-month-olds, Experiment 1) and to a different scenario (personal grooming, Experiment 2). Mothers' pretend behaviors changed little as infants aged, but there were some scenario differences. Most striking in this research was the consistency with which particular maternal pretend behaviors were associated with children engaging in pretense behaviors and smiling. The findings are discussed with reference to the child's emerging skills in joint attention and social referencing. (Contains 5 tables.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10