Relations between Mother-Child Talk and 3- to 5-Year-Old Children's Understanding of Belief: Beyond Mental State Terms to Talk about the Mind

Autor/inn/en	Turnbull, William; Carpendale, Jeremy I. M.; Racine, Timothy P.
Titel	Relations between Mother-Child Talk and 3- to 5-Year-Old Children's Understanding of Belief: Beyond Mental State Terms to Talk about the Mind
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 54 (2008) 3, S.367-385 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Mothers; Psychological Patterns; Cognitive Development; Parent Child Relationship; Social Development; Beliefs; Task Analysis; Language Usage + Suchen Sie Ihr Suchwort? Mother; Mutter; Kognitive Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Soziale Entwicklung; Belief; Glaube; Aufgabenanalyse; Sprachgebrauch
Abstract	In relating parent-child conversation to children's social cognitive development, we examined how mother-child dyads talked about the psychological world. Seventy mothers and their 3- to 5-year-old children made up a story about a series of pictures depicting a sequence of events involving a false belief. Mother-child talk was coded for the use of mental state terms as well as talk about important aspects of the depicted events. The children were given 2 false belief tasks. When age was controlled, mental state term use was associated with children's false-belief understanding. However, when mental state terms and talk about the aspects of the false-belief component of the story were both taken into account, only talk about the false-belief section of the story accounted for significant additional variance in children's false-belief understanding. We suggest that these results encourage a broader view of talk about the psychological world beyond an exclusive focus on the use of mental state terms. (Contains 5 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10