Language and children's understanding of mental states

Current Directions in Psychological Science

Volumn 14, Issue 2, 2005, Pages 69-73

  Harris, Paul L ^a   De Rosnay, Marc ^b   Pons, Francisco ^c  

^a HARVARD UNIVERSITY   (United States)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^c AALBORG UNIVERSITY   (Denmark)

Author keywords

Conversation; Emotion; Language; Mind

Indexed keywords

EID: 22544442190     PISSN: 09637214     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.0963-7214.2005.00337.x     Document Type: Review

References (20)

1. Astington, J. A., & Baird, J. (Eds.). (2005). Why language matters for theory of mind. New York: Oxford University Press.
2. de Rosnay, M., Pons, F., Harris, P.L., & Morrell, J. (2004). (See References).
3. Harris, P.L. (1996). Desires, beliefs and language. In P. Carruthers & P.K. Smith (Eds.), Theories of theories of mind (pp. 200-220). Cambridge, England: Cambridge University Press.
4. Harris, P.L. (2000). Understanding emotion. In M. Lewis & J. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 281-292). New York: Guildford Press.
5. Peterson, C.C., & Siegal, M. (2000). (See References).
6. Astington, J.W., & Jenkins, J.M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311-1320.
7. Cheung, H., Hsuan-Chih, C., Creed, N., Ng, L., Wang, S.P., & Mo, L. (2004). Relative roles of general and complementation language in theory-of-mind development: Evidence from Cantonese and English. Child Development, 75, 1155-1170.
8. de Rosnay, M., Pons, F., Harris, P.L., & Morrell, J. (2004). A lag between understanding false belief and emotion attribution in young children: Relationships with linguistic ability and mothers' mental state language. British Journal of Developmental Psychology, 22, 197-218.
9. Figueras-Costa, B., & Harris, P.L. (2001). Theory of mind in deaf children: A non-verbal test of false belief understanding. Journal of Deaf Studies and Deaf Education, 6, 92-102.
10. Hale, C.M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346-359.
11. Happé, F.G.E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
12. Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74, 1130-1144.
13. Perner, J., Sprung, M., Zauner, P., & Haider, H. (2003). Want that is understood well before say that, think that, and false belief: A test of de Villiers's linguistic determinism on German-speaking children. Child Development, 74, 179-188.
14. Peterson, C.C., & Siegal, M. (2000). Insights into theory of mind from deafness and autism. Mind and Language, 15, 123-145.
15. Pons, F., Harris, P.L., & Doudin, P.-A. (2002). Teaching emotion understanding. European Journal of Psychology of Education, 17, 293-304.
16. Pons, F., Harris, P.L., & de Rosnay, M. (2003). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 2, 127-152.
17. Pons, F., Lawson, J., Harris, P.L., & de Rosnay, M. (2003). Individual differences in children's emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44, 347-353.
18. Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory-of-mind understanding. Child Development, 73, 734-751.
19. Wellman, H.M., & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75, 523-541.
20. Woolfe, T., Want, S.C., & Siegal, M. (2002). Signposts to development: Theory-of-mind in deaf children. Child Development, 73, 768-778.