How do preschoolers' sharing behaviors relate to their theory of mind understanding?

Journal of Experimental Child Psychology

Volumn 120, Issue 1, 2014, Pages 73-86

  Wu, Zhen ^a,b   Su, Yanjie ^a  

^a PEKING UNIVERSITY   (China)

^b University of Iowa   (United States)

Author keywords

Diverse beliefs; Knowledge access; Preschoolers; Scaffolding; Sharing behavior; Theory of mind understanding

Indexed keywords

ARTICLE; ASSOCIATION; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHINA; COMPREHENSION; DIVERSE BELIEFS; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; KNOWLEDGE ACCESS; MALE; MOTIVATION; PHYSIOLOGY; PRESCHOOL CHILD; PRESCHOOLERS; PSYCHOLOGICAL ASPECT; RECREATION; SCAFFOLDING; SHARING BEHAVIOR; SOCIAL BEHAVIOR; THEORY OF MIND; THEORY OF MIND UNDERSTANDING;

DIVERSE BELIEFS; KNOWLEDGE ACCESS; PRESCHOOLERS; SCAFFOLDING; SHARING BEHAVIOR; THEORY OF MIND UNDERSTANDING;

CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD, PRESCHOOL; CHINA; COMMUNICATION; COMPREHENSION; CUES; FEMALE; HUMANS; MALE; MOTIVATION; PLAY AND PLAYTHINGS; SOCIAL BEHAVIOR; THEORY OF MIND;

EID: 84891353308     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2013.11.007     Document Type: Article

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