Janet Wilde Astington / Jodie A. Baird (eds.)

Why Language Matters for Theory of Mind

Herausgeber: Astington, Janet Wilde; Baird, Jodie A

• Gebundenes Buch

Produktbeschreibung

"Theory of mind" is the phrase researchers use to refer to children's understanding of people as 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. The gradual development of children's theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children's linguistic abilities and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology.

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Produktdetails

• Verlag: Hurst & Co.
• Seitenzahl: 368
• Erscheinungstermin: 24. März 2005
• Englisch
• Abmessung: 244mm x 164mm x 32mm
• Gewicht: 660g
• ISBN-13: 9780195159912
• ISBN-10: 0195159918
• Artikelnr.: 22206701

Inhaltsangabe

* 1: Janet Wilde Astington and Jodie A. Baird: Introduction: Why
Language Matters
* 2: Katherine Nelson: Language pathways into the community of minds
* 3: Judy Dunn and Marcia Brophy: Communication, relationships, and
individual differences in children's understanding of mind
* 4: Paul L. Harris: Conversation, pretence and theory of mind
* 5: Danielle K. O'Neill: Talking about "new" information: the
given/new distinction and children's developing theory of mind
* 6: Derek E. Montgomery: The developmental origins of meaning for
mental terms
* 7: Dare Baldwin and Megan Saylor: Language promotes structural
alignment in the acquisition of mentalistic concepts
* 8: Sophie Jaques and Philip David Zelazo: Language and the
development of cognitive flexibility: Implications for theory of mind
* 9: Janet Wilde: Representational development and false-belief
understanding
* 10: Jill G. de Villiers: Can language acquisition give children a
point of view?
* 11: Josef Perner, Petra Zauner and Manuel Sprung: What does "that"
have to do with point of view? Conflicting desires and "want" in
German
* 12: Heidemarie Lohmann, Michael Tommasello and Sonja Meyer:
Linguistic communication and social understanding
* 13: Peter A. de Villiers: The role of language in theory-of-mind
development: What deaf children tell us
* 14: Helen Tager-Flusberg and Robert M. Joseph: How language
facilitates the acquisition of false-belief understanding in children
with autism
* 15: Claire Hughes: Genetic and environmental influences on individual
differences in language and theory of mind: Common or distinct?