Language and theory of mind: What are the developmental relationships?

By J. de Villiers. 2000

177 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/006e61182cea7e7dd818f31d1ac1a75e9377cd5c

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Citations in the corpus

What are the Links Between Theory of Mind and Social Relations? Review, Reflections and New Directions for Studies of Typical and Atypical Development (2004, background): “…false-belief performance, both concurrently (Happé, 1995; Hughes, 1998a) and across time (Astington & Jenkins, 1995); this relationship may be especially close for specific aspects of language development, such as mastery of the syntax of complementation (de Villiers, 2000; Tager-Flusberg, 2000).”
Is there a Gender Difference in False Belief Development (2002, background): “However, a recent view is that syntax is most closely associated with theory of mind ability in both typical (de Villiers, 2000) and atypical groups (Tager-Flusberg, 2000) and no direct measure of syntactic competence was available in the present datasets.”
The Relationship Between Psychological Understanding and Positive Social Behaviors (2003, background): “As deVilliers and colleagues have argued, syntactic development and the acquisition of sentence complements may promote theory of mind development by providing the format in which children can represent as well as express false beliefs (deVilliers, 2000; deVilliers & deVilliers, 2000). Others have a”
Constructing an understanding of mind: The development of children's social understanding within social interaction (2004, methodology): “Regarding syntax, the de Villiers studies (e.g., de Villiers & de Villiers 2000) showed that the child’s grasp of the syntax of complementation (i.e., the fact that mental state verbs necessarily take complementary clauses when they refer to mental states, like other non-mental state verbs; e.g.,…”
Early language development and the emergence of a theory of mind∗ (2002, background): “Most important for this argument is the finding that children’s use of complements predicts their performance on false belief tasks (de Villiers 2000). Astington & Jenkins (1999) also found that syntactic development is uniquely associated with TOM, although they do not argue for a special role of c”
The relation between language and theory of mind in development and evolution (2002, background): “…system is being used. the driving forces for the emergence and refinement of language is a question we cannot answer until we consider other possible adaptive advantages, such as being a generative format for thinking and planning (Vaas, 2000) or for reasoning about other minds (de Villiers, 2000).”
The Innate Mind: Structure and Contents (2005, background): “The same is true for other populations, such as oral deaf children (deVilliers & de Villiers, 2000; Peterson & Siegel, 1995, 1998) and people with schizophrenia (Corcoran, 2000).”