The Origins of Theory of Mind in Infant Social Cognition: Investigating Longitudinal Pathways from Intention Understanding and Joint Attention to Preschool Theory of Mind

Autor/inn/en	Brandone, Amanda C.; Stout, Wyntre
Titel	The Origins of Theory of Mind in Infant Social Cognition: Investigating Longitudinal Pathways from Intention Understanding and Joint Attention to Preschool Theory of Mind
Quelle	In: Journal of Cognition and Development, 24 (2023) 3, S.375-396 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2022.2146117
Schlagwörter	Infants; Social Cognition; Theory of Mind; Intention; Comprehension; Attention; Preschool Children; Infant Behavior; Parents; Toddlers; Time Perspective; Child Development + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Soziale Kognition; Verstehen; Verständnis; Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Infants; Zeitbezug; Kindesentwicklung
Abstract	A growing body of literature has established longitudinal associations between key social cognitive capacities emerging in infancy and children's subsequent theory of mind. However, existing work is limited by modest sample sizes, narrow infant measures, and theory of mind assessments with restricted variability and generalizability. The current study aimed to extend this literature by (a) recruiting a large sample of participants (n = 116; 53 boys; 63 girls; all U.S. residents; 88 White, 8 Hispanic or Latino, 2 Black or African American, 14 two or more races/ethnicities, 4 unknown; median family income: $74-122,000), (b) examining multiple measures of infant social cognition (intentional action understanding, responding to joint attention, initiating joint attention) at Time 1 (8-12 months), and (c) using an ecologically valid theory of mind assessment designed to capture individual differences in preschoolers' mental state understanding (the Children's Social Understanding Scale) at Time 2 (37-45 months). Measured variable path analysis revealed a significant longitudinal association between infants' initiating joint attention and later theory of mind: infants who engaged in more attempts to initiate joint attention with experimenters through gaze alternation or gestures went on to show better parent-reported mental state understanding as preschoolers. Notably, the paths from infants' responding to joint attention and intentional action understanding to later theory of mind did not emerge as significant. These findings bolster and clarify existing claims about how mental state reasoning is rooted in foundational social-cognitive capacities emerging in infancy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01