Emotional state talk and emotion understanding: A training study with preschool children

Journal of Child Language

Volumn 38, Issue 5, 2011, Pages 1124-1139

  Gavazzi, Ilaria Grazzani ^a   Ornaghi, Veronica ^a  

^a UNIVERSITY OF MILANO BICOCCA   (Italy)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COMPREHENSION; EMOTION; EMOTIONAL INTELLIGENCE; HUMAN; LANGUAGE DEVELOPMENT; PRESCHOOL CHILD;

CHILD LANGUAGE; CHILD, PRESCHOOL; COMPREHENSION; EMOTIONAL INTELLIGENCE; EMOTIONS; HUMANS;

EID: 84857131170     PISSN: 03050009     EISSN: 14697602     Source Type: Journal    
DOI: 10.1017/S0305000910000772     Document Type: Article

References (49)

1. Adriàn, J. E., Clemente, R. A., Villanueva, L. & Rieffe, C. (2005). Parent-child picture-book reading, mothers' mental state language, and children's theory of mind. Journal of Child Language 32, 673-86.
2. Albanese, O. & Molina P. (eds) (2008). Lo sviluppo della comprensione delle emozioni e la sua valutazione. La standardizzazione italiana del Test di Comprensione delle Emozioni (TEC) [The development of emotion comprehension. The Italian standardization of TEC]. Milano: Unicopli.
3. Astington, J.W. & Baird, J. A. (eds) (2005). Why language matters for theory of mind. Oxford: Oxford University Press.
4. Astington, J. W. & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology 35, 1311-20.
5. Astington, J. W. & Olson, D. R. (1990). Metacognitive and metalinguistic language: Learning to talk about thoughts. Applied Psychology 39, 77-87.
6. Astington, J. W. & Pelletier J. (2005). Theory of mind, language and learning in the early years: Development origins of school readiness. In B. D. Homer & C. S. Tamis-Le Monda (eds), The development of social cognition and communication, 205-230.
7. Mahawah, NJ: LEA. Bartsch, K. & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.
8. Bretherton, I. & Beegley, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology 18(6), 906-921.
9. Brockmeier, J. & Grazzani Gavazzi, I. (1999). Words, names, and intentional worlds. Redefining Literacy. The Language, Literacy, and the Mind Research Group of the Centre for Applied Cognitive Science, University of Toronoto/OISE, Fall http//:lsn.oise. utoronto.ca/RedefiningLiteracy.
10. Cervantes, C. A. & Callanan, M. A. (1998). Labels and explanations in mother-child emotion talk: Age and gender differentiation. Developmental Psychology 34, 88-98.
11. Cianchetti, C. & Sannio Fancello, G. (1997). TVL, Test di Valutazione del Linguaggio. Livello Prescolare [Test of Language Assessment. Preschool Level]. Trento: Erickson.
12. Ciceri, M. R. (2001). Comunicare il pensiero. Trento: Edizioni Omega.
13. Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S. & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development 74(1), 238-56.
14. de Rosnay, M. & Hughes, C. (2006). Conversation and theory of mind: Do children talk their way to social-cognitive understanding? British Journal of Developmental Psychology 24, 7-37.
15. de Rosnay, M., Pons, F. & Harris P. L. (2008). Prolegomenon to the Italian standardization of the TEC. In O. Albanese & Molina, P. (eds), The development of emotion comprehension. The Italian standardization of TEC, 9-17.
16. Milano: Unicopli. de Villiers, J. & de Villiers, P. (2000). Linguistic determinism and the understanding of false beliefs. In P. Mitchell & K. J. Riggs (eds), Children's reasoning and the mind, 191-228.
17. Hove: Psychology Press. Dunn, J., Brown, J. & Beardsale, L. (1991). Family talk about feeling states and children's later understanding of others' emotions. Developmental Psychology 27, 448-55.
18. Garfield, J. L., Peterson, C. C. & Perry, T. (2001). Social cognition, language acquisition and the development of the theory of mind. Mind and Language 16, 494-41.
19. Garner, P. W., Jones, D. C., Gaddy, G. & Rennie, K. M. (1997). Low-income mothers' conversations about emotions and their children's emotional competence. Social Development 6, 37-52.
20. Grazzani Gavazzi, I. & Ornaghi, V. (2002). Children's conceptions of name: A study on metalinguistic awareness in Italian children. In J. Brockmeier, M. Wang & D. R. Olson (eds), Literacy, narrative and culture, 199-214.
21. Richmond: Curzon Press. Grazzani Gavazzi, I. & Ornaghi, V. (2008). Psychological talk and theory of mind: The role of language games. In A. Arcuri, P. Boscolo & F. Peressotti (eds), Cognition and language, 278-83.
22. Padova: Cleup. Hale, C. M. & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science 6, 346-59.
23. Harris, P. L. (1989). Children and emotion: The development of psychological understanding. Oxford: Balckwell.
24. Harris, P. L. (2008). Children's understanding of emotion. In M. Lewis, J. M. Haviland-Jones & L. Feldman Barrett (eds), Handbook of emotion, 3rd edn. 320-31.
25. New York: The Guilford Press. Hughes, C., Lecce, S. & Wilson, A. (2007). Do you know what I want? Preschoolers' talk about desires, thoughts and feelings in their conversations with sibs and friends. Cognition & Emotion 21, 330-50.
26. Hutto, D. D. (2007). The narrative practice hypothesis. In D. D. Hutto (ed.), Narrative and understanding persons, 43-68.
27. Cambridge: Cambridge University Press. Iannello, P. & Antonietti, A. (eds) (2006). Rappresentazioni della mente [Representations of the mind]. Milano: ISU Publications.
28. Jenkins, J. M., Turrel, S. L., Kogushi, Y., Lollis, S. & Ross, H. S. (2003). A longitudinal investigation of the dynamics of mental state talk in families. Child Development 74, 905-920.
29. Kuebli, J. & Fivush, R. (1992). Gender differences in parent-child-conversations about past emotions. Sex Roles 27, 683-98.
30. Lohmann, H. & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development 74, 1130-44.
31. Milligan, K., Astington, J. W. & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development 78(2), 622-46.
32. Montgomery, D. E. (2005). The developmental origins of meaning for mental states. In J. W. Astington & J. A. Baird (eds), Why language matters for theory of mind, 106-122.
33. Oxford: Oxford University Press. Nelson, K. (1996). Language in cognitive development. Cambridge, MA: Harvard University Press.
34. Nelson, K. (2007). Young minds in social worlds. Experience, meaning, and memory. Cambridge, MA: Harvard University Press.
35. Ornaghi, V., Brockmeier, J. & Grazzani Gavazzi, I. (2011). The role of language games in children's understanding of mental states: A training study. Journal of Cognition and Development.
36. Pelletier, J. & Astington, J. W. (1998). Metacognitive vocabulary test. Unpublished ms., Institute for Child Studies, University of Toronto.
37. Peskin, J. & Astington, J. W. (2004). The effects of adding metacognive language to story texts. Cognitive Development 19, 253-73.
38. Pons, F. & Harris, P. L. (2000). TEC, Test of Emotion Comprehension. Oxford: Oxford University.
39. Pons, F. & Harris, P. L. (2005). Longitudinal change and longitudinal stability of individual differences in children's emotion understanding. Cognition and Emotion 19(8), 1158-74.
40. Pons, F., Harris, P. L. & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology 1(2), 127-52.
41. Rumelhart, D. E. (1975). Notes on a schema for stories. In D. G. Borrow & A. Collins (eds), Representation and understanding. Studies in cognitive science, 211-36.
42. New York: Academic Press. Saarni, C. (1999). The development of emotional competence. New York: The Guilford Press.
43. Saarni, C. & Harris, P. L. (eds) (1989). Children's understanding of emotions. Cambridge: Cambridge University Press.
44. Siegal, M. (1999). Language and thought: The fundamental significance of conversational awareness for cognitive development. Developmental Science 2, 1-14.
45. Siegal, M. (2008). Marvellous minds. The discovery of what children know. Oxford: Oxford University Press.
46. Slade, L. & Ruffman, T. (2005). How language does (and does not) relate to theory-of-mind: A longitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology 23, 117-41.
47. Tenenbaum, H. R., Alfieri, L., Brooks, P. J. & Dunne, G. (2008). The effects of explanatory conversations on children's emotion understanding. British Journal of Developmental Psychology 26, 249-63.
48. Tenenbaum, H. R., Visscher, P., Pons, F. & Harris, P. L. (2004). Emotional understanding in Quechua children from an agro-pastoralist village. International Journal of Behavioral Development 28(5), 471-78.
49. Wittgenstein, L. (1953). Philosophical investigations. New York: Macmillan.