Why language matters for theory of mind / edited by Janet Wilde Astington, Jodie A. Baird.

Format:

Book

Contributor:

Astington, Janet W.

Baird, Jodie A. (Jodie Alison), 1973-

Language:

English

Subjects (All):

Philosophy of mind in children--Congresses.

Philosophy of mind in children.

Children--Language--Congresses.

Children.

Physical Description:

1 online resource (368 p.)

Edition:

1st ed.

Place of Publication:

Oxford ; New York : Oxford University Press, c2005.

Language Note:

English

Summary:

""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

Contents:

Contents; Contributors; 1. Introduction: Why Language Matters; 2. Language Pathways into the Community of Minds; 3. Communication, Relationships, and Individual Differences in Children's Understanding of Mind; 4. Conversation, Pretense, and Theory of Mind; 5. Talking about ""New"" Information: The Given/New Distinction and Children's Developing Theory of Mind; 6. The Developmental Origins of Meaning for Mental Terms; 7. Language Promotes Structural Alignment in the Acquisition of Mentalistic Concepts; 8. Language and the Development of Cognitive Flexibility: Implications for Theory of Mind

9. Representational Development and False-Belief Understanding10. Can Language Acquisition Give Children a Point of View?; 11. What Does ""That"" Have to Do with Point of View? Conflicting Desires and ""Want"" in German; 12. Linguistic Communication and Social Understanding; 13. The Role of Language in Theory-of-Mind Development: What Deaf Children Tell Us; 14. How Language Facilitates the Acquisition of False-Belief Understanding in Children with Autism; 15. Genetic and Environmental Influences on Individual Differences in Language and Theory of Mind: Common or Distinct?; Author Index; A; B

CD; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W

Notes:

Description based upon print version of record.

Includes bibliographical references and indexes.

ISBN:

1-4294-0274-1

1-280-83837-X

0-19-534784-6

OCLC:

476026241