Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment

Autor/inn/en	Farrant, Brad M.; Maybery, Murray T.; Fletcher, Janet
Titel	Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment
Quelle	In: Child Development, 83 (2012) 1, S.223-235 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01681.x
Schlagwörter	Theory of Mind; Evidence; Language Impairments; Memory; Linguistic Input; Language Acquisition; Parent Child Relationship; Cognitive Ability; Mothers; Beliefs; Longitudinal Studies; Prediction; Language Role; Child Development + Suchen Sie Ihr Suchwort? Evidenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Gedächtnis; Sprachbildung; Sprachaneignung; Spracherwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Denkfähigkeit; Mother; Mutter; Belief; Glaube; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Kindesentwicklung
Abstract	The hypothesis that language plays a role in theory-of-mind (ToM) development is supported by a number of lines of evidence (e.g., H. Lohmann & M. Tomasello, 2003). The current study sought to further investigate the relations between maternal language input, memory for false sentential complements, cognitive flexibility, and the development of explicit false belief understanding in 91 English-speaking typically developing children (M age = 61.3 months) and 30 children with specific language impairment (M age = 63.0 months). Concurrent and longitudinal findings converge in supporting a model in which maternal language input predicts the child's memory for false complements, which predicts cognitive flexibility, which in turn predicts explicit false belief understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10