Mother-child participation in conversation about the past: Relationships to preschoolers' theory of mind.

Melissa K. Welch-Ross

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Child and Animal Learning Development Language Development and Disorders Identity, Memory, and Therapy

Abstract

Forty 3.5 to 4.5-year-olds discussed 3 past events with their mothers and completed a set of theory of mind tasks indexing their ability to reason about conflicting mental representations and their understanding of knowledge. Semipartial correlations and analyses of covariance showed that children's theory of mind scores were related to their participation in memory conversations, independent of age and linguistic skill. The frequency with which mothers provided new information was related to children's theory of mind scores, although mothers' direct replies to children were generally unrelated to children's understanding of mind. This research takes an important step toward examining the relevance of theory of mind skills to real-world, social interaction. The results have implications for explaining the emergence of autobiographical memory.

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References

1983Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception 1974A First Language: The Early Stages 1991Perspectives on socially shared cognition.1990The Child's Theory of Mind 1993Understanding the Representational Mind 1988Observing Interaction: An Introduction to Sequential Analysis 1989Developing theories of mind 1987Three‐year‐olds' difficulty with false belief: The case for a conceptual deficit

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