Mind-Mindedness in Children: Individual Differences in Internal-State Talk in Middle Childhood

Autor/inn/en	Meins, Elizabeth; Fernyhough, Charles; Johnson, Fiona; Lidstone, Jane
Titel	Mind-Mindedness in Children: Individual Differences in Internal-State Talk in Middle Childhood
Quelle	In: British Journal of Developmental Psychology, 24 (2006) 1, S.181-196 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151005X80174
Schlagwörter	Children; Language Usage; Theory of Mind; Individual Differences + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Sprachgebrauch; Individueller Unterschied
Abstract	Children's use of internal-state language during 2 tasks (book narration and describing a best friend) was investigated in a sample (N=38) of 7- to 9-year-olds. Proportional use of internal-state talk on the two tasks was highly positively correlated, a relation that was independent of verbosity, age, verbal ability and the use of non-internal-state language. Theory of mind (ToM) performance, assessed using Happe's (1994) strange stories task, was not related to children's proportional use of internal-state language on either task. We suggest that these cross-task relations provide evidence of individual differences in children's spontaneous use of internal-state language that are independent of their capacities for representing those internal states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10