Chapter 5. Enhancing mental state language and emotion understanding of toddlers’ social cognition

2019 ◽  
pp. 129-147 ◽  
Author(s):  
Ilaria Grazzani ◽  
Veronica Ornaghi ◽  
Alessia Agliati ◽  
Elisa Brazzelli ◽  
Maria Lucarelli
Keyword(s):  
Social Cognition ◽  
Mental State ◽  
Emotion Understanding ◽  
Mental State Language ◽  
State Language

Emotion understanding, parent mental state language, and behavior problems in internationally adopted children

2015 ◽  
Vol 28 (2) ◽  
pp. 371-383 ◽  
Author(s):  
Amanda R. Tarullo ◽  
Adriana Youssef ◽  
Kristin A. Frenn ◽  
Kristen Wiik ◽  
Melissa C. Garvin ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Mental State ◽  
Behavioral Problems ◽  
Total Sample ◽  
Emotion Understanding ◽  
Adopted Children ◽  
Mental State Language ◽  
Internationally Adopted Children ◽  
State Language ◽  
Internationally Adopted

AbstractInternationally adopted postinstitutionalized (PI) children are at risk for lower levels of emotion understanding. This study examined how postadoption parenting influences emotion understanding and whether lower levels of emotion understanding are associated with behavior problems. Emotion understanding and parent mental state language were assessed in 3-year-old internationally adopted PI children (N = 25), and comparison groups of children internationally adopted from foster care (N = 25) and nonadopted (NA) children (N = 36). At 5.5-year follow-up, PI children had lower levels of emotion understanding than NA children, a group difference not explained by language. In the total sample, parent mental state language at age 3 years predicted 5.5-year emotion understanding after controlling for child language ability. The association of parent mental state language and 5.5-year emotion understanding was moderated by adoption status, such that parent mental state language predicted 5.5-year emotion understanding for the internationally adopted children, but not for the NA children. While postadoption experience does not erase negative effects of early deprivation on emotion understanding, results suggest that parents can promote emotion understanding development through mental state talk. At 5.5 years, PI children had more internalizing and externalizing problems than NA children, and these behavioral problems related to lower levels of emotion understanding.

scholarly journals Mental state language and quality of conversational experience in deaf and hearing children

2014 ◽  
Vol 29 ◽  
pp. 41-49 ◽  
Author(s):  
Gary Morgan ◽  
Marek Meristo ◽  
Wolfgang Mann ◽  
Erland Hjelmquist ◽  
Luca Surian ◽  
...  
Keyword(s):  
Mental State ◽  
Mental State Language ◽  
Hearing Children ◽  
State Language

Maternal mental state language is associated with trajectories of Chinese immigrant children’s emotion situation knowledge

2018 ◽  
Vol 43 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Stacey N. Doan ◽  
Helen Y. Lee ◽  
Qi Wang
Keyword(s):  
Mental State ◽  
Cultural Context ◽  
Mental States ◽  
European American ◽  
Chinese Immigrant ◽  
Children's Emotion ◽  
Mental State Language ◽  
And Behaviors ◽  
Over Time ◽  
State Language

We investigated the role of mothers’ references to mental states and behaviors and children’s emotion situation knowledge (ESK) in a prospective, cross-cultural context. European American mothers ( n = 71) and Chinese immigrant mothers ( n = 60) and their children participated in the study. Maternal references to mental states and behaviors were assessed at Time 1 when children were three years of age. ESK was assessed when children were 3, 3.5, and 4.5 years of age. Multi-group latent growth curve analyses were used to model children’s growth in ESK over time, as well as relations between mental state language and references to behaviors on children’s trajectories. Results indicated that maternal references to mental states were associated with concurrent levels of ESK for European American children, and change over time for the Chinese immigrant children. Maternal references to behaviors were negatively associated with concurrent ESK for both groups.

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

Sign in / Sign up

Export Citation Format

Share Document