Why Language Matters for Theory of Mind
Bibliographic Data
| ID | 23398809 |
|---|---|
| Authors | Anna Rybka (corresponding author) |
| Editors | Janet Wilde Astington, Jodie A Baird |
| Year | 2005 |
| Pages | 355 |
| Publication date | 2005-04-21 |
| Open Access | No |
| Type | BOOK |
| Venue | Why language matters for theory of mind (SOURCE_BOOK) |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/acprof:oso/9780195159912.001.0001 |
| OpenAlex | W1597935046 |
| Open Library | OL17149937M |
| ISBN | 9780195159912 |
| Language | EN |
| Citations received | 150 |
An exploration of how children develop an understanding of the theory of mind: the concept that people are mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states.
Cognition · Cognitive science · Epistemology · Linguistics · Phrase · Theory of mind · Child and Animal Learning Development · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Philosophy · Psychology · Child · Children · Concept Formation · Congresses · Infant · Language · Philosophy of mind · Philosophy of mind in children · Psychological Theory
An aetiology of hominin behaviour
Language and Mind
Psychometric Properties of the Theory of Mind Task Battery (French Version) in Neurotypical Children and Intellectually Disabled Children
Does a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task
Theory of mind as a proxy for Palaeolithic language ability
‘Good Packaging Can be Misleading’
The role of language processing in language acquisition
Emotion comprehension between 3 and 11 years
Do early body ornaments prove cognitive modernity? A critical analysis from situated cognition
Cross-Cultural Variations in Naïve Psychology among 2-year-olds
Culture, executive function, and social understanding
Intersentential pronominal reference in child and adult language
Children's use of referring expressions
Theory of Mind and evidentiality in Romani-Bulgarian bilingual children
Representing metarepresentations
False Belief and Emotion Understanding in Post‐institutionalized Children
The Role of Peers and Siblings in Toddlers’ Developing Understanding of Incompatible Desires
Mothers’ mental-state discourse with preschoolers during storybook reading and wordless storybook telling
Executive function and verbal self-regulation in childhood
Talking while thinking about another's mind in preschoolers
The role of language in the association between theory of mind and executive functioning in early childhood
Teaching in ECE
Preschool teachers' reference to theory of mind topics in three storybook contexts
Hierarchical clause structure as a tool for cognitive advances in early childhood
Understanding others and understanding language
Joint attention helps explain why children omit new referents
Want and the language socialization of multiple competencies in middle school dance classes
The acquisition of reference
Bootstrapping the Mind
I think that's what he's doing”
Maternal mental state talk and infants' early gestural communication
Being pragmatic about syntactic bootstrapping
An intervention to increase conversational turns between parents and young children
Two-year-old phonology
A language-based, three-stage, social-interactional model of social pretend play
How children’s social tendencies can shape their theory of mind development
Executive function
Getting Vygotskian about theory of mind
A model of communicative perspective-taking for typical and atypical populations of children
A person-centered approach to examining effects on the interaction between cognitive control & language development
Level 1 perspective‐taking at 24 months of age
Connecting minds and sharing emotions through mimicry
Early vocabulary development
Children's communicative strategies in novel and familiar word situations
Cognitive flexibility supports preschoolers’ detection of communicative ambiguity
Constructing an understanding of mind
Diferencias en la lectura conjunta adulto-niño y su relación con el estilo cognitivo del trabajo
Falando sobre a mente
Hope for syntactic bootstrapping
Joint attention to mental content and the social origin of reasoning
Children’s first and second-order false-belief reasoning in a verbal and a low-verbal task
The cultural evolution of mind-modelling
Action-based versus cognitivist perspectives on socio-cognitive development
Culturally embedded schemata for false belief reasoning
The Emergence of Autobiographical Memory
Do humans have two systems to track beliefs and belief-like states?
Children's understanding of second-order mental states
How children come to understand false beliefs
Scaling Theory of Mind Development in Indigenous- and Anglo-Australian Toddlers and Older Children
The parent–infant dyad and the construction of the subjective self
Task complexity, theory of mind, and intentional reasoning
Thinking Outside the Smarties Box
Culture and the sequence of steps in theory of mind development
Effects of maternal negativity and of early and recent recurrent depressive disorder on children's false belief understanding
The interplay of biology and the environment broadly defined
Executive function and theory of mind
Motor cognition and its role in the phylogeny and ontogeny of action understanding
Language access and theory of mind reasoning
Deafness, thought bubbles, and theory-of-mind development
Studies of adults can inform accounts of theory of mind development
Relations between temperament and theory of mind development in the United States and China
What visual information do children and adults consider while switching between tasks? Eye-tracking investigation of cognitive flexibility development
Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism
Infants communicate in order to be understood
Setting goals to switch between tasks
Representation and theory of mind development
Speaking Only Your Own Mind
Mind, Theories of
A Bio‐Social‐Cultural Approach to Early Cognitive Development
Theory of Mind and Behavior
Language and Theory of Mind
Individual Differences in Children’s Pragmatic Ability
How to Construct a Minimal Theory of Mind
Language and Theory of Mind
Pleistocene Palaeoart of Africa
Introduction
Children's understanding of certainty and evidentiality
Evidentials and source knowledge in Turkish
Expressive syntax matters for second-order false belief
Artificial Intelligence and the Illusion of Understanding
Philosophy for Preschoolers? A Critical Review to Promote informed Implementation of P4C in Preschools
How children approach the false belief test
Rethinking multilingual experience through a Systems Framework of Bilingualism
Assessing Theory of Mind in bilinguals
Both L1 and L2 proficiency impact ToM reasoning in children aged 4 to 6. Painting a more nuanced picture of the relation between bilingualism and ToM
Multimodal language in bilingual and monolingual children
Verbal interference paradigms
Does early gesture usage contribute alongside oral language to later theory of mind performance and metaphor comprehension? Indications from a longitudinal study with children aged 1–9 years
The impact of theory of mind training on the reading proficiency of children aged 4 to 5 years
Modal and amodal cognition
| Unique citing works | 150 |
|---|---|
| Citations per year | 6,82 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 72 |