Stepping Stones to Others’ Minds
Maternal Talk Relates to Child Mental State Language and Emotion Understanding at 15, 24, and 33 Months
Bibliographic Data
| ID | 23352386 |
|---|---|
| Authors | Mele Taumoepeau (0000-0002-5015-8151, University of Otago, corresponding author), Ted Ruffman (0000-0001-8790-6451, University of Otago) |
| Year | 2008 |
| Volume | 79 |
| Issue | 2 |
| Pages | 284-302 |
| Publication date | 2008-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-8624.2007.01126.x |
| PMID | 18366424 |
| OpenAlex | W2123574095 |
| Language | EN |
| Citations received | 111 |
| References cited | 48 |
This continuation of a previous study (Taumoepeau & Ruffman, 2006) examined the longitudinal relation between maternal mental state talk to 15- and 24-month-olds and their later mental state language and emotion understanding (N= 74). The previous study found that maternal talk about the child’s desires to 15-month-old children uniquely predicted children’s mental state language and emotion task performance at 24 months. In the present study, at 24 months of age, mothers’ reference to others’ thoughts and knowledge was the most consistent predictor of children’s later mental state language at 33 months. Vygotsky’s zone of proximal development provides a framework within which maternal talk, first, about the child’s desires and then about others’ thoughts and knowledge scaffolds children’s social understanding.
Cognition · Cognitive psychology · Developmental psychology · Language development · Longitudinal study · Mental state · Relation (database) · Theory of mind · Child and Adolescent Psychosocial and Emotional Development · Child and Animal Learning Development · Neuroendocrine regulation and behavior · Psychology
The longitudinal relations between mental state talk and theory of mind
Qualitative and quantitative aspects of child‐directed parental talk and the relation to 2‐year‐old's developing vocabulary
Brief Report
Preschool Children's Anticipation of Recipients' Emotions Affects Their Resource Allocation
Children's Use of Mental State Talk Is Connected Within Peer Dyads, but Unrelated to Theory‐of‐Mind Understanding
How are mental state references represented in English and Japanese picture books? An analysis of the frequency of emotional and cognitive words and their relation to the self or others
How I wonder what you are
Why is fathers’ reflective function important
En qué medida predicen la mentalización del cuidador principal evaluada a los 12 meses y el nivel socioeconómico el lenguaje del niño(a) a los 30 meses
Los cuentos infantiles y su rol en el desarrollo emocional en la primera infancia
Variety in parental use of “want” relates to subsequent growth in children’s theory of mind
Infant–mother attachment and children's friendship quality
Mothers’ and fathers’ mind-mindedness in infancy and toddlerhood predict their children’s self-regulation at preschool age
Mind-mindedness in a high-risk sample
Emotional understanding, aggression, and social functioning among preschoolers
Theory of Mind During Infancy and Early Childhood Across Cultures, Development of
Memory Development During Infancy and Early Childhood across Cultures
The Bilingual Mind
The cultural evolution of mind reading
Teaching by Listening
Visuospatial perspective-taking in social-emotional development
Development of Mentalizing Ability in Japanese Children
Mothers’ Use of Regulatory Talk with Toddlers in Chile and the US
“Unicorn humour isn’t very subtle.” Graphic novels and comics as a potential didactic tool for teaching irony to children
Beyond Belief? Delusions and the Regulative Account of Folk Psychology
Interactive Repair in Homesign Reveals the Theory-of-Mind Abilities that May Well Have Driven Language Evolution
Emergence unleashed
A Longitudinal Corpus Analysis of the Quantity, Syntactic, and Lexical Characteristics of Maternal and Paternal Parentese
Mothers’ Talk about Perceptions, Wants, Feelings, and Thoughts during Play
An approach to the etiology of effects in targets of workplace bullying
Cultural Evolutionary Psychology as Generalization by Recursion
Missing persons
Language and children's understanding of knowledge
Emerging Ideas
Links between parent–child conversations about emotions and changes in children's emotion knowledge across early childhood
Book-Sharing for Parenting and Child Development in South Africa
Could, would, should
Mothers' Knowledge of What Distresses and What Comforts Their Children Predicts Children's Coping, Empathy, and Prosocial Behavior
Maternal Supportive Behavior, Cognitive Talk, and Desire/Emotion Talk at 24 Months
Shared storybook reading in the preschool setting and considerations for young children’s theory of mind development
Links between attachment and theory of mind in childhood
Minding the children
Maternal depression and children’s false belief understanding
Helping Children Help
The relations between maternal mental state talk and preschoolers’ behavioral adaptation and school readiness
Understanding the Self Through Siblings
Mother‐child talk about mental states
The relation between parents' mental state talk and children's social understanding
Supporting Early Social‐Emotional Competencies Through Reading and Play
Maternal cognition talk in the mother–toddler dyad mediates the influence of early maternal emotional availability on preschoolers' belief reasoning
Are children from different countries exposed to diverse emotions in storybooks? Comparative study between Chile and the United States
What Do You Think? The Relationship between Person Reference and Communication About the Mind in Toddlers
Mothers’ mental-state discourse with preschoolers during storybook reading and wordless storybook telling
Children's theory of mind referencing and contribution to discourse during different book sharing contexts in preschool
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families
Mind-mindedness in infant child-care
Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies
Supporting family conversations and children's STEM learning in a children's museum
Effects of maternal mentalization-related parenting on toddlers’ self-regulation
Talking, praising and teaching
Enhancing parent–child shared book reading interactions
Gender Comparisons in Mother-Child Emotion Talk
Metacognitive verbs do not show a cross-language gap
Mental State Language in Chilean Storybooks
Reflective function
No concurrent correlations between parental mental state talk and toddlers’ language abilities
Maternal mental state talk and infants' early gestural communication
Mothers' labeling responses to infants' gestures predict vocabulary outcomes
Infants' gestures influence mothers' provision of object, action and internal state labels
Talk with me! Parental linguistic input to toddlers with moderate hearing loss
Use of a head camera to examine maternal input and its relation to 10- to 26-month-olds’ acquisition of mental and non-mental state vocabulary
Linguistic and socio-cognitive predictors of school-age children’s narrative evaluations about jealousy
Maternal reminiscing, elaborative talk, and children’s theory of mind
Mothers’ complex talk when sharing books with their toddlers
Developmental changes in the frequency and complexity of mothers’ internal state utterances across the second year
Indices of social knowledge in Italian-speaking children
Mothers respond differently to infants’ gestural versus nongestural communicative bids
Preschool teachers' reference to theory of mind topics in three storybook contexts
Planning in young children
To belief or not belief
Locating Social and Emotional Learning in Schooled Environments
U.S. and Chilean Mothers’ Use of Mental References With Infant Girls and Boys
Socialization of Early Prosocial Behavior
Mother- Versus Infant-Centered Correlates of Maternal Mind-Mindedness in the First Year of Life
Early Manifestations of Children’s Theory of Mind
How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior
Maternal Talk About Mental States and the Emergence of Joint Visual Attention
Habla conmigo, daddy! Fathers’ language input in North American bilingual Latinx families
Happy, sad, or yucky? Parental emotion talk with infants in a book‐sharing task
Family Influences on the Cognitive Development of Profoundly Deaf Children
Emotional Understanding in Children with A Cochlear Implant
Understanding of Emotions and False Beliefs Among Hearing Children versus Deaf Children
Theory of Mind and Parental Mental-State Talk in Children with CIs
Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss
Maternal scaffolding and children's mathematical ability
Sensibilidad y mentalización de las educadoras de párvulos Predictores del lenguaje infantil a los 30 meses
Mental State Language Development
Comparing Native Signing, Late-Signing and Orally Trained Deaf Children's ‘Theory of Mind’ Abilities
Conceptualizing scaffolding and goals for a full account of embodied cognition
(Co-)Constructing a theory of mind
Children Talk About The Mind
The Beginnings of Social Understanding
The Child's Theory of Mind
Cross-Language Analysis of Phonetic Units in Language Addressed to Infants
Constructing an understanding of mind
The Relation between Children's and Mothers’ Mental State Language and Theory-of-Mind Understanding
Four-month-old infants prefer to listen to motherese
Universality and specificity in infant-directed speech
MacArthur-Bates Communicative Development Inventories, Second Edition
Infants' Contribution to the Achievement of Joint Reference
Teleological reasoning in infancy
Pathways to Understanding Mind
A revised version of the psychoticism scale
Maternal Mind–Mindedness and Attachment Security as Predictors of Theory of Mind Understanding
From simple desires to ordinary beliefs
Mother and Infant Talk About Mental States Relates to Desire Language and Emotion Understanding
Core mechanisms in ‘theory of mind’
Personal pronouns and perspective taking in toddlers
Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction
Children's reading strategies, metacognition, and motivation*1
Acquisition of emotion-descriptive language
Talking about internal states
Conversations about feeling states between mothers and their young children
Understanding the intentions of others
Children's Learning
Acquisition of the Mental State Verb Know by 2- to 5-Year-Old Children
| Unique citing works | 111 |
|---|---|
| Citations per year | 6,17 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 96 |