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1.
Mother and infant talk about mental states relates to desire language and emotion understanding 总被引：3，自引：0，他引：3
This study assessed the relation between mother mental state language and child desire language and emotion understanding in 15-24-month-olds. At both time points, mothers described pictures to their infants and mother talk was coded for mental and nonmental state language. Children were administered 2 emotion understanding tasks and their mental and nonmental state vocabulary levels were obtained via parental report. The results demonstrated that mother use of desire language with 15-month-old children uniquely predicted a child's later mental state language and emotion task performance, even after accounting for potentially confounding variables. In addition, mothers' tendency to refer to the child's over others' desires was the more consistent correlate of mental state language and emotion understanding. 相似文献
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Stepping stones to others' minds: maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months 总被引：4，自引：0，他引：4
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. 相似文献
3.
Mothers' use of cognitive state verbs in picture-book reading and the development of children's understanding of mind: a longitudinal study 总被引：2，自引：0，他引：2
Mothers read stories to their children (N=41) aged between 3.3 years and 5.11 years old, and children then completed two false-belief tasks. One year later, mothers read a story to 37 of those children who were also given four tasks to assess their advanced understanding of mental states. Mothers' early use of cognitive verbs in picture-book reading correlated with their children's later understanding of mental states. Some pragmatic aspects of maternal input correlated with children's later outcomes. Two different factors in mothers' cognitive discourse were identified, suggesting a zone of proximal development in children's understanding of mental states. 相似文献
4.
Mind what mother says: narrative input and theory of mind in typical children and those on the autism spectrum 总被引：5，自引：0，他引：5
In 2 studies mothers read wordless storybooks to their preschool-aged children; narratives were analyzed for mental state language. Children's theory-of-mind understanding (ToM) was concurrently assessed. In Study 1, children's (N=30; M age 3 years 9 months) ToM task performance was significantly correlated with mothers' explanatory, causal, and contrastive talk about cognition, but not with mothers' simple mentions of cognition. In Study 2, the same pattern was found in an older sample of typically developing children (N=24; M age 4 years 7 months), whereas for children on the autism spectrum (N=24; M age 6 years 7.5 months), ToM task performance was uniquely correlated with mothers' explanatory, causal, and contrastive talk about emotions. 相似文献
5.
This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding. 相似文献
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We revised Hyson and Lee's (1996) Caregiver's Beliefs about Feelings questionnaire for use with parents. One hundred and fifteen mothers of 4- to 6- year-old children completed the Parents' Beliefs about Feelings questionnaire (PBAF). We assessed emotional understanding of 60 of the children using Denham's (1986) measure. Factor analysis supported a 2-factor solution for the PBAF. The first subscale (Emotion Language) reflected mothers' belief in socializing emotion language. The second subscale (Developmental Beliefs) assessed mothers' belief that their children were not developmentally ready to control or talk about emotions. Mothers' Developmental Beliefs scores were positively related to mothers' negative emotional expressiveness. Mothers' Emotion Language scores were positively related to children's knowledge of emotion terms. Results may help educators design intervention programs to teach children emotional and social skills. 相似文献
9.
Robert L. Nix Ellen E. Pinderhughes Kenneth A. Dodge John E. Bates Gregory S. Pettit & Steven A. McFadyen-Ketchum 《Child development》1999,70(4):896-909
This study examined relations among mothers' hostile attribution tendencies regarding their children's ambiguous problem behaviors, mothers' harsh discipline practices, and children's externalizing behavior problems. A community sample of 277 families (19% minority representation) living in three geographic regions of the United States was followed for over 4 years. Mothers' hostile attribution tendencies were assessed during the summer prior to children's entry into kindergarten through their responses to written vignettes. Mothers' harsh discipline practices were assessed concurrently through ratings by interviewers and reports by spouses. Children's externalizing behavior problems were assessed concurrently through written questionnaires by mothers and fathers and in the spring of kindergarten and first, second, and third grades through reports by teachers and peer sociometric nominations. Results of structural equations models demonstrated that mothers' hostile attribution tendencies predicted children's future externalizing behavior problems at school and that a large proportion of this relation was mediated by mothers' harsh discipline practices. These results remained virtually unchanged when controlling for initial levels of children's prekindergarten externalizing behavior problems at home. 相似文献
10.
Thirty-seven mothers and fathers were observed in their homes interacting with their 2- and 4-year-old-children at Time 1 and 2 years later. Parental mental state talk to children varied as a function of children's age, the context in which talk occurred, and the gender of the parent. Four-year-old children, with an older sibling, produced and heard more cognitive talk and less desire talk than children without an older sibling. Cognitive and feeling talk by family members at Time 1 predicted change in younger children's cognitive and feeling talk (respectively) 2 years later, after controlling for initial levels of younger children's talk and general language ability. Findings are discussed in the context of theory of mind understanding and family talk about the mind. 相似文献
11.
The relation between children's lie-telling and their social and cognitive development was examined. Children (3–8 years) were told not to peek at a toy. Most children peeked and later lied about peeking. Children's subsequent verbal statements were not always consistent with their initial denial and leaked critical information revealing their deceit. Children's conceptual moral understanding of lies, executive functioning, and theory-of-mind understanding were also assessed. Children's initial false denials were related to their first-order belief understanding and their inhibitory control. Children's ability to maintain their lies was related to their second-order belief understanding. Children's lying was related to their moral evaluations. These findings suggest that social and cognitive factors may play an important role in children's lie-telling abilities. 相似文献
12.
The Attachment Q-Set (AQS) has emerged as a psychometrically sound method for assessing young children's secure base behavior in the home. However, considerable disagreement exists about whether mothers versus trained observers should be used as AQS sorters. The present study examined associations between mothers' and trained observers' AQS sorts for preschoolers, and assessed mother-observer concordance in relation to observers' confidence about how representative the behavioral samples they witnessed were of the domain of AQS items. Mothers with careful training and supervision on the AQS system completed AQS sorts with regard to their children's current behavior, and the same children were assessed with the AQS during a 2–3 hour visit 1–2 weeks later by trained, "blind" observers. Trained observers provided a confidence rating regarding the degree to which the samples of behavior observed were representative of the universe of AQS items. Mothers' and observers' sorts were significantly intercorrelated; however, observer sorts converged with mother sorts as observers' confidence ratings increased. Results are discussed in relation to circumstances that affect mother-observer reliability with the AQS and to factors that should be weighed when considering whether to use mothers versus trained observers as sorters. 相似文献
13.
For readers interested in metacognition broadly, this review article introduces some of the recent research and theory concerning children's developing understanding of mental states, focusing particularly on attempts to understand individual differences in development. We contend that the conceptual developments investigated by “theory of mind” researchers constitute a foundation for later metacognition. We examine studies that have focused on individual differences in children's developing understanding of mental states, particularly those investigating its antecedents in early social interactions. Implications from theory-of-mind research for an understanding of metacognition are articulated. 相似文献
14.
Maternal mind-mindedness and attachment security as predictors of theory of mind understanding 总被引：1，自引：0，他引：1
Meins E Fernyhough C Wainwright R Das Gupta M Fradley E Tuckey M 《Child development》2002,73(6):1715-1726
This study investigated relations between social interaction during infancy and children's subsequent theory of mind (ToM). Infant-mother pairs (N = 57) were observed in a free-play context at 6 months. Interactions were coded for (a) mothers' use of mental state language that commented appropriately on the infants' mental states, and (b) mothers' use of mental state language that did not appropriately reflect their infants' minds. A third variable was (c) security of attachment, which was assessed using the Strange Situation procedure at 12 months. Performance on a battery of ToM tasks at 45 and 48 months was positively correlated with (a), but was not related to (b) or (c). A regression analysis showed that mothers' use of appropriate mental state comments independently predicted overall ToM performance, accounting for 11% of the variance. Children's verbal ability was the only other independent predictor of ToM performance, accounting for 16% of the variance. These findings represent the earliest known social predictor of individual differences in ToM. 相似文献
15.
This longitudinal study combined, in a single study, different aspects of children's knowledge about mental phenomena and thus could investigate relations among the development of language, theory of mind, and later metamemory. In total, 183 German children were tested at ages 3, 4, and 5. Each time of testing included a set of theory-of-mind tasks, a battery of language development, and additionally, at Time 3, a set of metamemory questions. The findings demonstrate strong relationships between children's language abilities and their theory of mind (both first- and second-order false beliefs). Moreover, both theory-of-mind and language competencies significantly predicted later metamemory, with their relative contribution changing over time. Language may influence metamemory developmentally both directly and indirectly (through theory of mind). 相似文献
16.
Nelson JA Leerkes EM O'Brien M Calkins SD Marcovitch S 《Parenting, science and practice》2012,12(1):22-41
OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination. 相似文献
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Early maternal and child influences on children's later independent cognitive and social functioning
The present study examined whether parenting and child characteristics of 2- and 3 1/2-year-old children had common paths of influence on their 4 1/2-year independent cognitive and social functioning. Structural equation modeling was guided by hypotheses that assumed children's later independence is facilitated by specialized parental support in early social interactions. To address the importance of variability in early development for understanding children's later independence, we included 104 term and 185 preterm children, as they are known to differ in early skills. As predicted, mothers' maintaining of children's interests indirectly supported 4 1/2-year cognitive and social independence through a direct, positive influence on 2- and 3 1/2-year skills. Directiveness positively supported children's early cognitive and responsiveness skills but by 3 1/2 years, high levels of this behavior had a direct, negative influence on their cognitive and social independence at 4 1/2 years. Whereas high levels of maintaining interests across these ages support later independence, directiveness needs to decrease in relation to children's increasing competencies. Results support a theoretical framework that emphasizes the importance of the social context for understanding the origins of children's later independent functioning. 相似文献
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Trends in family formation during the past several decades have increased children's exposure to mothers' partnership instability, defined as an entrance into or exit from a coresidential union or a dating partnership. Instability, in turn, is associated with negative outcomes for children and adolescents. This study uses data from the Fragile Families and Child Wellbeing Study to examine associations between mothers' partnership instability and children's school readiness, differences between coresidential and dating transitions, and the moderating role of child gender. Mothers' partnership transitions are negatively associated with children's verbal ability and positively associated with boys' behavioral problems at age five. In general, coresidential and dating transitions have similar effects on school readiness. The findings have important implications for our understanding of the growing gender gap in educational attainment. 相似文献
20.
Natale K Aunola K Nurmi JE Poikkeus AM Lyytinen P Lyytinen H 《Journal of learning disabilities》2008,41(3):274-285
The present study analyzed data from the Jyv?skyl? Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word reading skills the children had, the more their mothers attributed their success to ability than to effort. However, if children had familial risk for dyslexia, their mothers' attribution of success to ability decreased during the first grade as compared with the ability attributions of mothers whose children were in the control group. 相似文献