Conversation and theory of mind: Do children talk their way to socio-cognitive understanding?

By M. de Rosnay, C. Hughes. 2006

240 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5bb960a9fa1e684d4511de8a552c5b6d30c2c43c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Mindful storytellers: Emerging pragmatics and theory of mind development (2013, background): “On the other hand, certain pragmatic aspects of communicative exchanges during infancy and early preschool years, such as maternal use of internal state language in family conversations, have bearing on their ToM development (see de Rosnay & Hughes, 2006, for a review).”
Playing around in school: Implications for learning and educational policy. (2010, background): “Second, talking about mental-states (e.g., beliefs, desires, etc) during pretend play may also advance children’s theory-of-mind understanding (Rosnay & Hughes, 2006).”
The Development of Mentalisation in Children From a Theory of Mind Perspective (2010, background): “These findings have contributed to the widely shared current view that maternal mental state talk and coaching play a key role the development of children's theory of mind ( Ruffman, Slade and Crowe, 2002 ; Jenkins et al, 2003 ; Carpendale and Lewis, 2004; Rosnay and Hughes, 2006 ).”
The Role of Language Games in Children's Understanding of Mental States: A Training Study (2011, background): “…this hypothesis, other researchers have investigated the role of discourse interactions and participation in conversations on children’s understanding of mental states and false beliefs (de Rosnay & Hughes, 2006; Ensor & Hughes, 2008; Peterson & Siegal, 2000; Turnbull, Carpendale, & Racine, 2009).”
Individual Differences in Children’s Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions (2018, background): “…is a large body of research highlighting the importance of language exposure for typical development of theory of mind (e.g., Astington & Baird, 2005; de Rosnay & Hughes, 2006; Dunn, Brown, Slomkowski, Tesla, & Youngblade, 1991; Hughes, 2011; Hughes et al., 2005; Milligan, Astington, & Dack, 2007).”
Planning in young children: A review and synthesis (2011, unknown): “…& Leekam, 2004; Liu, Wellman, Tardiff, & Sabbagh, 2008) in particular by early differences in maternal talk about the mind (Ensor & Hughes, 2008; de Rosnay & Hughes, 2006; Laranjo, Bernier, Meins, & Carlson, 2010; Ruffman, Slade, Devitt, & Crowe, 2006; Taumoepeau & Ruffman, 2008) and it is likely…”
How Can Memory-Augmented Neural Networks Pass a False-Belief Task? (2017, background): “…state terms in child-directed speech (e.g., Slaughter & Gopnik, 1996), engagement in pretend play (Youngblade & Dunn, 1995), storybook reading (Rosnay & Hughes, 2006), and reflection on events in the child’s past (Nelson, 2007) serve to accelerate its developments, while, in turn, a greater…”