"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.
Why Language Matters for Theory of Mind FROM THE PUBLISHER This volume is a state-of-the-art account of the latest conceptual and empirical advances in children's theory of mind. The contributors consider the links between theory of mind and language from both communicational and representational perspectives because language serves both of these different functions - that is, social communication in conversation and internal, verbal representation. They also present research from a variety of populations - typically developing children, children with autism, and deaf children. The result is a kaleidoscope view of the complexity of the relationship between language and theory of mind that provides a variety of answers to the question of why language matters for theory of mind.
SYNOPSIS In a third conference on theory of mind in Toronto, held in April 2002, the focus was on the developmental interdependence of theory of mind and language, particularly as observed in the strong relations between children's linguistic abilities and their understanding of mind. The 15 papers consider such aspects as communities, relationships, and individual differences in children's understanding of mind; the developmental origins of meaning for mental terms; linguist communication and social understanding; deaf children; and children with autism. Annotation ©2006 Book News, Inc., Portland, OR
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