Internalization of Social Discourse: A Vygotskian Account of the Development of Young Children's Theories of Mind.

Autor/inn/en	Boyes, Michael; und weitere
Titel	Internalization of Social Discourse: A Vygotskian Account of the Development of Young Children's Theories of Mind.
Quelle	(1993), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Cognitive Development; Cognitive Processes; Foreign Countries; Interpersonal Competence; Peer Relationship; Preschool Children; Preschool Education; Social Cognition; Canada (Calgary) + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Ausland; Interpersonale Kompetenz; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition
Abstract	Some studies of young children's understanding of false belief have generated controversy, even to the extent that others' failure to replicate these studies was viewed as problematic. A Vygotskian perspective on internalization enables researchers to reverse the classic developmental competence-performance distinction, and to argue that the current concern with criteria for competence in terms of a functional theory of mind might be replaced with a concern with those aspects of such tasks that make "successful" performances possible. An acknowledgement of the essential nature of intersubjectivity is a necessary prerequisite to sorting out this theoretical and empirical debate. To support these views, this paper reports a study of preschool children that examined whether structuring false belief tasks to provide opportunities for genuine social interaction would provide evidence of the earlier interpersonal roots of a theory of mind. Results support the Vygotskian claim that children may give evidence of an ability to operate under a more sophisticated theory of mind when they are engaged in social interaction with a more competent peer than when they are tested alone in a traditional false belief task. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC