Susanne Kristen
Dados Biográficos
| ID | 5762836 |
|---|---|
| NOME | Susanne Kristen |
| PRENOMES | Susanne |
| SOBRENOME | Kristen |
| ASSINATURA | KRISTEN S |
| AFILIAÇÕES | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0003-3797-643X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 9 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Two- to three-year-old toddlers differentiate the epistemic verbs “know” and “think” in a preferential looking eye-tracking paradigm
The acquisition of mental language understanding is crucial for social-cognitive development. While there is evidence for the production of epistemic terms in the third year of life, the comprehension of different degrees of speaker (un-)certainty has not yet been systematically investigated at this age. In the present longitudinal study, we developed an eye-tracking task and measured preferential looking as an indicator of an implicit understand…
Advanced scaling and modeling of children’s theory of mind competencies
First-order theory of mind (ToM) development has shown to conform to a Guttman scale, with desire reasoning developing before belief reasoning. There have been attempts to test for internal consistency and scalability in advanced ToM, but not over a broad age range and only with a limited set of tasks. This 2-year longitudinal study ( N = 155; M age = 4.2; SD = 0.85 months; 68 girls, 87 boys) tests for the scalability of a broader range of ToM ta…
A longitudinal study of early pretense
The metarepresentational aspect of early pretend play (make-believe activities where children create or participate in creating a new situation different from a real one) has been theoretically debated. In the present longitudinal study of N = 83 children, we tested for predictive relations of shared attention at 12–18 months, implicit false belief (FB) at 18 months, and pretend production at 18 months, as well as comprehension at 24 months. We a…
Maternal cognition talk in the mother–toddler dyad mediates the influence of early maternal emotional availability on preschoolers' belief reasoning
The present longitudinal study of 83 mother–child dyads (40 girls) assessed how emotional availability (EA) and maternal mental state language (MSL) are related to children's first‐ and second‐order false belief understanding (FBU). EA was measured with the emotional availability scales at 7 and 50 months, maternal MSL within free play at 7 months, and within a book context at 24 months. First‐order FBU was assessed at 50 months and second‐order …
Theory of Mind During Infancy and Early Childhood Across Cultures, Development of
Mother–Child Interaction as a Cradle of Theory of Mind
The present longitudinal study investigated the relative importance of emotional availability (EA) in 56 mother–child dyads when the child was 7 months and four‐year old as predictors of child's Theory of Mind at 4 years while controlling for early maternal mind‐mindedness (MM). Dyadic EA at 7 months predicted the child's Theory of Mind, even when controlling for child temperamental and cognitive characteristics as well as dyadic EA at 4 years an…
Declarative joint attention as a foundation of theory of mind
Theories of social-cognitive development have attributed a foundational role to declarative joint attention. The present longitudinal study of 83 children, who were assessed on a battery of social-cognitive tasks at multiple measurement points from the age of 12 to 50 months, tested a predictive model of theory of mind (false-belief understanding). Thereby, declarative, but not imperative, point production predicted false-belief understanding at …
Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed
The current study investigated the relationship between mother–child interaction quality and infants' ability to interpret actions as goal‐directed at 7 months in a sample of 37 dyads. Interaction quality was assessed in a free play interaction using two distinct methods: one assessed the overall affective quality ( emotional availability ), and one focused on the mother's proclivity to treat her infant as an intentional agent ( mind‐mindedness )…
Infants' joint attention skills predict toddlers' emerging mental state language
To assess predictive relations between joint attention skills, intention understanding, and mental state vocabulary, 88 children were tested with measures of comprehension of gaze and referential pointing, as well as the production of declarative gestures and the comprehension and production of imperative gestures, at the ages of 7-18 months. Infants' intention-based imitation skills were assessed at 12, 15, and 18 months. At the ages of 24 and 3…
A Foreign Sound to Your Ear
Bob Dylan's music has touched a vast array of listeners who cross generational, linguistic, and national boundaries. This article explores the impact his music has had on American and German‐speaking fans who responded to an open‐ended Internet‐based questionnaire. Using qualitative and quantitative approaches, we discuss influences that cross both cultures, as well as those which are more specific to one culture or the other. We also consider ho…
Infants' joint attention skills predict toddlers' emerging mental state language
To assess predictive relations between joint attention skills, intention understanding, and mental state vocabulary, 88 children were tested with measures of comprehension of gaze and referential pointing, as well as the production of declarative gestures and the comprehension and production of imperative gestures, at the ages of 7-18 months. Infants' intention-based imitation skills were assessed at 12, 15, and 18 months. At the ages of 24 and 3…
Mother–Child Interaction as a Cradle of Theory of Mind
The present longitudinal study investigated the relative importance of emotional availability (EA) in 56 mother–child dyads when the child was 7 months and four‐year old as predictors of child's Theory of Mind at 4 years while controlling for early maternal mind‐mindedness (MM). Dyadic EA at 7 months predicted the child's Theory of Mind, even when controlling for child temperamental and cognitive characteristics as well as dyadic EA at 4 years an…
Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed
The current study investigated the relationship between mother–child interaction quality and infants' ability to interpret actions as goal‐directed at 7 months in a sample of 37 dyads. Interaction quality was assessed in a free play interaction using two distinct methods: one assessed the overall affective quality ( emotional availability ), and one focused on the mother's proclivity to treat her infant as an intentional agent ( mind‐mindedness )…
Declarative joint attention as a foundation of theory of mind
Theories of social-cognitive development have attributed a foundational role to declarative joint attention. The present longitudinal study of 83 children, who were assessed on a battery of social-cognitive tasks at multiple measurement points from the age of 12 to 50 months, tested a predictive model of theory of mind (false-belief understanding). Thereby, declarative, but not imperative, point production predicted false-belief understanding at …
A Foreign Sound to Your Ear
Bob Dylan's music has touched a vast array of listeners who cross generational, linguistic, and national boundaries. This article explores the impact his music has had on American and German‐speaking fans who responded to an open‐ended Internet‐based questionnaire. Using qualitative and quantitative approaches, we discuss influences that cross both cultures, as well as those which are more specific to one culture or the other. We also consider ho…
Infants' joint attention skills predict toddlers' emerging mental state language
To assess predictive relations between joint attention skills, intention understanding, and mental state vocabulary, 88 children were tested with measures of comprehension of gaze and referential pointing, as well as the production of declarative gestures and the comprehension and production of imperative gestures, at the ages of 7-18 months. Infants' intention-based imitation skills were assessed at 12, 15, and 18 months. At the ages of 24 and 3…
Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed
The current study investigated the relationship between mother–child interaction quality and infants' ability to interpret actions as goal‐directed at 7 months in a sample of 37 dyads. Interaction quality was assessed in a free play interaction using two distinct methods: one assessed the overall affective quality ( emotional availability ), and one focused on the mother's proclivity to treat her infant as an intentional agent ( mind‐mindedness )…
Theory of Mind During Infancy and Early Childhood Across Cultures, Development of
Mother–Child Interaction as a Cradle of Theory of Mind
The present longitudinal study investigated the relative importance of emotional availability (EA) in 56 mother–child dyads when the child was 7 months and four‐year old as predictors of child's Theory of Mind at 4 years while controlling for early maternal mind‐mindedness (MM). Dyadic EA at 7 months predicted the child's Theory of Mind, even when controlling for child temperamental and cognitive characteristics as well as dyadic EA at 4 years an…
Declarative joint attention as a foundation of theory of mind
Theories of social-cognitive development have attributed a foundational role to declarative joint attention. The present longitudinal study of 83 children, who were assessed on a battery of social-cognitive tasks at multiple measurement points from the age of 12 to 50 months, tested a predictive model of theory of mind (false-belief understanding). Thereby, declarative, but not imperative, point production predicted false-belief understanding at …
Maternal cognition talk in the mother–toddler dyad mediates the influence of early maternal emotional availability on preschoolers' belief reasoning
The present longitudinal study of 83 mother–child dyads (40 girls) assessed how emotional availability (EA) and maternal mental state language (MSL) are related to children's first‐ and second‐order false belief understanding (FBU). EA was measured with the emotional availability scales at 7 and 50 months, maternal MSL within free play at 7 months, and within a book context at 24 months. First‐order FBU was assessed at 50 months and second‐order …
A longitudinal study of early pretense
The metarepresentational aspect of early pretend play (make-believe activities where children create or participate in creating a new situation different from a real one) has been theoretically debated. In the present longitudinal study of N = 83 children, we tested for predictive relations of shared attention at 12–18 months, implicit false belief (FB) at 18 months, and pretend production at 18 months, as well as comprehension at 24 months. We a…
Advanced scaling and modeling of children’s theory of mind competencies
First-order theory of mind (ToM) development has shown to conform to a Guttman scale, with desire reasoning developing before belief reasoning. There have been attempts to test for internal consistency and scalability in advanced ToM, but not over a broad age range and only with a limited set of tasks. This 2-year longitudinal study ( N = 155; M age = 4.2; SD = 0.85 months; 68 girls, 87 boys) tests for the scalability of a broader range of ToM ta…
Two- to three-year-old toddlers differentiate the epistemic verbs “know” and “think” in a preferential looking eye-tracking paradigm
The acquisition of mental language understanding is crucial for social-cognitive development. While there is evidence for the production of epistemic terms in the third year of life, the comprehension of different degrees of speaker (un-)certainty has not yet been systematically investigated at this age. In the present longitudinal study, we developed an eye-tracking task and measured preferential looking as an indicator of an implicit understand…
Developmental psychology (9 obras) · Psychology (9 obras) · Child and Animal Learning Development (8 obras) · Cognition (8 obras) · Theory of mind (7 obras) · Social Psychology (6 obras) · Cognitive psychology (5 obras) · Social Psychology (5 obras) · Child and Adolescent Psychosocial and Emotional Development (4 obras) · Cognitive development (4 obras)