scholarly journals Minding the children: A longitudinal study of mental state talk, theory of mind, and behavioural adjustment from the age of 3 to 10

2018 ◽  
Vol 27 (4) ◽  
pp. 826-840 ◽  
Author(s):  
Amanda Carr ◽  
Lance Slade ◽  
Nicola Yuill ◽  
Susan Sullivan ◽  
Ted Ruffman
Keyword(s):  
Longitudinal Study ◽  
Theory Of Mind ◽  
Mental State ◽  
Behavioural Adjustment ◽  
Mental State Talk

scholarly journals Mental State Talk Structure in Children’s Narratives: A Cluster Analysis

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Giuliana Pinto ◽  
Caterina Primi ◽  
Christian Tarchi ◽  
Lucia Bigozzi
Keyword(s):  
Cluster Analysis ◽  
Theory Of Mind ◽  
Mental State ◽  
Oral Narratives ◽  
Underlying Structure ◽  
Affective States ◽  
Fine Grained ◽  
School Year ◽  
Children's Narratives ◽  
Mental State Talk

This study analysed children’s Theory of Mind (ToM) as assessed by mental state talk in oral narratives. We hypothesized that the children’s mental state talk in narratives has an underlying structure, with specific terms organized in clusters. Ninety-eight children attending the last year of kindergarten were asked to tell a story twice, at the beginning and at the end of the school year. Mental state talk was analysed by identifying terms and expressions referring to perceptual, physiological, emotional, willingness, cognitive, moral, and sociorelational states. The cluster analysis showed that children’s mental state talk is organized in two main clusters: perceptual states and affective states. Results from the study confirm the feasibility of narratives as an outlet to inquire mental state talk and offer a more fine-grained analysis of mental state talk structure.

Theory of mind, mental state talk and social relationships in aging: The case of friendship

2018 ◽  
Vol 23 (9) ◽  
pp. 1105-1112 ◽  
Author(s):  
Serena Lecce ◽  
Irene Ceccato ◽  
Elena Cavallini
Keyword(s):  
Theory Of Mind ◽  
Social Relationships ◽  
Mental State ◽  
Mental State Talk

scholarly journals Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour

2017 ◽  
Vol 27 (2) ◽  
pp. e2060
Author(s):  
Ana Luísa Barreto ◽  
Ana Osório ◽  
Joana Baptista ◽  
Pasco Fearon ◽  
Carla Martins
Keyword(s):  
Theory Of Mind ◽  
Social Competence ◽  
Mental State ◽  
Mental State Talk

scholarly journals Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Jianfen Wu ◽  
Minmin Liu ◽  
Wenqi Lin
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Intervention Program ◽  
Role Playing ◽  
Control Group ◽  
Role Playing Games ◽  
Before And After ◽  
The Relationship ◽  
Mental State Talk ◽  
Quasi Experiment

This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (meanage = 41 months, SD = 2.47, 46% girls) and the control group (meanage = 40.68 months, SD = 2.23, 43% girls). The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind (ToM) tasks before and after the intervention. The results indicated that the experimental group had a significant improvement in the ToM scores, whereas the control group showed no significant change. The educational implications of these findings are discussed.

scholarly journals How Do Parents Use Mental State Language During Narration To Their 2- and 4-Year-Old Children?

2018 ◽  
Vol 22 (1) ◽  
pp. 516-533
Author(s):  
Joanna Jakubowska ◽  
Marta Szpak ◽  
Marta Białecka-Pikul
Keyword(s):  
Longitudinal Study ◽  
Mental State ◽  
Picture Book ◽  
Social Understanding ◽  
Time Points ◽  
Mental State Language ◽  
Mental State Terms ◽  
Mental State Talk ◽  
Time Point ◽  
State Language

Abstract Parents influence the development of children’s social understanding by using mental state terms that denote concepts which children are about to develop (Taumoepeau & Ruffman, 2006, 2008) or via the usage of contrastive and/or causal mental state talk (Peterson & Slaughter, 2003). The present longitudinal study examined parent-child dyads and assessed parental mental state talk (MST) during picture-book narration. Seventy-four parents told their children a story twice, when the children were 2 and 4 years old. The same wordless picture book was used to elicit the narration at each time point. Two criteria were used to classify MST: type of utterance (affective, perceptual, or cognitive) and complexity of utterance (simple or clarifying). Parental MST was more frequent in narrations to 4-yearolds than to 2-year-olds. Parents directed more complex MST to 4-year-old children than to 2-year-olds. Affective references were most common at both time points, while cognitive utterances hardly occurred. Nevertheless, growing trends were observed in all types of MST. The results suggest that parents match their MST to the children’s level of social understanding development.

Group membership and the effects on visual perspective taking

2018 ◽  
Author(s):  
Dana Schneider ◽  
Anne Grigutsch ◽  
Matthias Schurz ◽  
Romi Zäske ◽  
Stefan R. Schweinberger
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Perspective Taking ◽  
Visual Perspective ◽  
Interference Effects ◽  
Social Categories ◽  
Visual Perspective Taking ◽  
Mental State Ascription ◽  
Ethnic Nationality ◽  
Level 1

It has been hypothesized that visual perspective-taking, a basic Theory of Mind mechanism, might operate quite automatically particularly in terms of ´what´ someone else sees. As such we were interested in whether different social categories of an agent (e.g., gender, race, nationality) influence this mental state ascription mechanism. We tested this assumption by investigating the Samson level-1 visual perspective-taking paradigm using agents with different ethnic nationality appearances. A group of self-identified Turkish and German participants were asked to make visual perspective judgments from their own perspective (self-judgment) as well as from the perspective of a prototypical Turkish or German agent (other-judgment). The respective related interference effects - altercentric and egocentric interferences - were measured. When making other-judgments, German participants showed increased egocentric interferences for Turkish compared to German agents. Turkish participants showed no ethnic group influence for egocentric interferences and reported feeling associated with the German and Turkish nationality to a similar extent. For self-judgments, altercentric interferences were of similar magnitude for both ethnic agents in both participant groups. Overall this indicates that in level-1 visual perspective-taking, other-judgments and related egocentric interferences are sensitive to social categories and are better described as a flexible, controlled and deliberate mental state ascription mechanism. In contrast, self-judgments and related altercentric interference effects are better described as automatic, efficient and unconscious mental state ascription mechanisms. In a broader sense the current results suggest that we should stop considering automaticity an all-or-none principle when it comes theory of mind processes.

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