A longitudinal study of belief and desire state discourse during mother-child play and later false belief understanding

Social Development

Volumn 15, Issue 4, 2006, Pages 676-692

  Symons, Douglas K ^a   Fossum, Kristin Lee M ^a   Collins, T B Kate ^a  

^a ACADIA UNIVERSITY   (Canada)

Author keywords

Discourse; Parent child play; Theory of mind; Vygotsky

Indexed keywords

EID: 33750492972     PISSN: 0961205X     EISSN: 14679507     Source Type: Journal    
DOI: 10.1111/j.1467-9507.2006.00364.x     Document Type: Article

References (52)

1. Ainsworth, M., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum.
2. Astington, J. W., & Baird, J. A. (2005). Why language matters for theory of mind. New York: Oxford University Press.
3. 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.
4. Bartsch, K., & Wellman, H. M. (1995). Children talkabout the mind. Cambridge, MA: Harvard University Press.
5. Berko Gleason, J., & Bernstein Ratner, N. (1998). Language acquisition. In J. Berko Gleason, & N. Bernstein Ratner (Eds.), Psycho linguistics (2nd ed., pp. 347-407). Toronto, ON: Harcourt College Publishers.
6. Blishen, B., Carroll, W., & Moore, C. (1987). The 1981 socioeconomic index for occupations in Canada. Canadian Review of Sociology and Anthropology, 24, 465-488.
7. Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18, 906-921.
8. Brown, J. R., Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental states? The significance of children's conversations with friends, siblings, and mothers. Child Development, 67, 836-849.
9. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
10. Bruner, J. (1986). Actual minds, possible worlds. London: Harvard University Press.
11. Carpendale, J., & Lewis, C. (2004). Constructing an understanding of mind: The development of children's social understanding within social interaction. Behavioral and Brain Sciences, 27, 79-151.
12. Chandler, M., & Carpendale, J. (2003). Colloquy on a community of minds. Human Development, 46, 51-57.
13. Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70, 853-865.
14. Dünn, J. (2005). Relationships and children's discovery of the mind. Plenary session at the 35th Annual Meeting of the Jean Piaget Society, June, Vancouver, BC.
15. Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngbalde, L. (1991). Young children's understanding of other people's feelings and beliefs: Individuall differences and their antecedents. Child Development 62, 1352-1366.
16. Fahie, C., & Symons, D. (2003). Executive functioning and theory of mind in children clinically referred for attention and behavior problems. Journal of Applied Development Psychology, 24, 51-73.
17. Fernyhough, C., & Meins, E. (2004, July). Self-regulatory private speech as a mechanism for theory of mind acquisition. In D. Symonds, & C. Peterson (Chairs), Language and theory of mind: the roles of metal state discourse and private speech in false belief understanding. Symposium conducted at the Biennial International Society for Studies in Behavioral Development, Ghent, Belgium.
18. Flavell, J. H. (2000). Development of children's knowledge about the mental world. International Journal of Behavioral Development, 24, 15-23.
19. Fonagy, P., Steele, H., Steele, M., & Holder, J. (1997). Attachment and theory of mind: Overlapping constructs? Bonding and Attachment, 14, 31-40.
20. Gopnik, A., & Astington, J. W. (1988). Children's understanding of representationall change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
21. Harris, P. L. (1999). Individual differences in understanding emotion: The role of attachment status and psychological discourse. Attachment & Human Development, 1, 307-324.
22. Harris, P. L. (2005). Converstaion, pretense, and theory of mind. In J. W. Astington, & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70-83). Oxford: Oxford University Press.
23. Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental state talk between young friends. Developmental Psychology, 34, 1026-1037.
24. Hughes, C., & Leekham, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13, 590-619.
25. Hurst, B., & Meins, E. (2004, July). Can parental mind-mindedness help bridge the transmission gap? In A. Bernier, & K. Grossman (Chairs), A further look at the transmission gap: New conceptual and methodological approaches. Symposium conducted at the Biennial International Society for Studies in Behavioral Development, Ghent, Belgium.
26. Jenkins, J. M., Turrell, S. L., Kogushi, Y., Louis, S., & Ross, H. S. (2003). A longitudinal investigation of the dynamics of mental state talk in families. Child Development, 74,905-920.
27. Meins, E. (1997). Security of attachment and the social development of cognition. Hove: Psychology Press.
28. Meins, E., Fernyhough, C., Wainwright, R., dark-Carter, D., Das Gupta, M., Fradley, E., et al. (2003). Pathways to understanding mind: Construct validity and predictive validity of maternal mind-mindedness. Child Development, 74, 1194-1211.
29. Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M. D., Fradley, E., & Tukey, M. (2002). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 1715-1726.
30. Montgomery, D. E. (2005). The developmental origins of meaning for mental state terms. In J. W. Astington, & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 106-122). Oxford: Oxford University Press.
31. Moore, C., Furrow, D., Chiasson, L., & Patriquin, M. (1994). Developmental relationships between production and comprehension of mental terms. First Language, 14, 1-17.
32. Nelson, K. (2005). Language pathways into the community of minds. In J. W. Astington, & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 26-49). Oxford: Oxford University Press.
33. Nelson, K., Plesa Skwerer, D., Goldman, S., Henseler, S., Presler, N., & Walkenfeld, F. (2003). Entering a community of minds: An experiential approach to theory of mind. Human Development, 46, 24-46.
34. Pears, K. C., & Moses, L. J. (2003). Demographics, parenting, and theory of mind in preschool children. Social Development, 12, 1-20.
35. Pederson, D. R., Moran, G., Sitco, C., Campbell, K., Ghesquire, K., & Acton, H. (1990). Maternal sensitivity and the security of mother-child attachment: A Q-sort study. Child Development, 61, 1974-1983.
36. 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 Villier's linguistic determinism on German-speaking children. Child Development, 74, 179-188.
37. Peterson, C., & Slaughter, V. (2003). Opening windows into the mind: Mother's preferences for mental state explanations and children's theory of mind. Cognitive Development, 18, 399-429.
38. Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between child and mothers'mental state language and theory-of-mind understanding. Child Development, 73, 734-751.
39. Shatz, M., & Gelman, R. (1973). The development of communication skills: Modifications in the speech of young children as a function of the listener. Monographs of the Society for Research in Child Development, 38, 5, Serial No. 152.
40. Slaughter, V., & Repacholi, B. (2003). Individual differences in theory of mind: What are we investigating? In B. Repacholi, & V. Slaughter (Eds.), Individual differences in theory of mind (pp. 1-12). New York: Psychology Press.
41. Symons, D. (2001). A dyad-oriented approach to distress and mother-child relationship outcomes in the first 24 months. Parenting: Science and Practice, 1, 101-122.
42. Symons, D. (2004). Mental state discourse and theory of mind: Internalisation of self-other understanding within a social-cognitive framework. Developmental Review, 24, 159-188.
43. Symons, D., & Clark, S. (2000). A longitudinal study of mother-child relationships and theory of mind in the preschool period. Social Development, 9, 1-23.
44. Symons, D., Fossum, K., & Peterson, C. (2005). Belief and desire state discourse and theory of mind in the preschool period. Paper presented at the annual conference of the Jean Piaget Society, June, Vancouver, BC.
45. Symons, D., McLaughlin, E., Moore, C., & Morine, S. (1997). Integrating relationship constructs and emotional experience into false belief tasks in preschool children. Journal of Experimental Child Psychology, 67, 423-447.
46. Symons, D., Peterson, C., Slaughter, V., Roche, J., & Doyle, E. (2005). Theory of mind and mental state discourse during book reading and story telling tasks. British Journal of Developmental Psychology, 23, 81-102.
47. Thompson, R. (1997). Sensitivity and security: New questions to ponder. Child Development, 68, 595-597.
48. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. London: Harvard University Press.
49. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
50. Wellman, H. (1990). The child's theory of mind. Cambridge, MA: MIT Press.
51. Wellman, H., Cross, D., & Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72, 655-684.
52. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representations and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.