Mind-mindedness in children: Individual differences in internal-state talk in middle childhood
By E. Meins, Charles Fernyhough, Fiona Johnson, J. Lidstone. 2006
126 citations recorded by the source corpus.
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.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/0a6ce92ab7b848f4ae1240aa287dd0de0a26201a
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In Clinical Psychology
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Citations in the corpus
- How do use and comprehension of mental-state language relate to theory of mind in middle childhood? (2012, methodology): “Our findings, though partly different to those reported by Meins et al. (2006), who did not find correlations between use of psychological lexicon and ToM abilities, are not in contrast to them.”
- Individual Differences in Theory of Mind From Preschool to Adolescence: Achievements and Directions (2015, unknown): “Of course, being able to reason about others’ mental states is no guarantee that one will use this ability in every situation (35).”
- Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, background): “2001), as is the extent to which parents talk to children about mental states like wanting and thinking (Adrian et al. 2005; Meins et al. 2006; Ruffman et al. 2013).”