Conversation, Pretense, and Theory of Mind.

By Paul L. Harris. 2005

165 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/afdffd96a1c9470a0f9a30555cf1c6edf005e94e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Culture and the sequence of steps in theory of mind development. (2011, background): “…of siblings for an Iranian child would not necessarily provide the rich conversational access to diverse perspectives that may benefit ToM growth (Harris, 2005; Perner et al., 1994) in more individualist cultures such as Australia (where parents frequently expect siblings to voice and attend to…”
“Do you know what I want?” Preschoolers’ talk about desires, thoughts and feelings in their conversations with sibs and friends (2007, background): “…from several studies on pretend play that indicate that individual differences in theory-of-mind performance are related to joint pretence proposals, but unrelated to the frequency or variety of pretence (Astington & Jenkins, 1995; Harris, 2005; Jenkins & Astington, 2000; Youngblade & Dunn, 1995).”
Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the Longitudinal Study of Australian Children (2013, background): “(2005) and Harrison et al. (2009). The analyses for the current article are based on waves 1, 1.”
Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding. (2007, background): “On the other hand, many researchers argue that language plays a causal role in the development of false-belief understanding (e.g., J. de Villiers, 2005; Harris, 2005; Nelson, 2005).”
Early vocabulary development: The importance of joint attention and parent-child book reading (2012, result): “Correlation is not causation however, and it has been argued that convergence between the findings of correlational analyses of realworld relationships and the results of training studies allow more powerful inferences to be made because the particular strengths of each type of research compensate f”
Mindful storytellers: Emerging pragmatics and theory of mind development (2013, background): “The pragmatic aspects of language use, particularly conversational abilities, seem to be crucial for ToM development, and to some extent may be more relevant than syntactic knowledge and vocabulary size (Davies & Stone, 2003; Harris, 2005).”
The Role of Language in Theory of Mind Development. (2014, background): “Thus, participation in conversation exposes a child to the different perspectives that people bring to events (Harris, 2005).”
A longitudinal study of child siblings and theory of mind development (2007, background): “In sharing in pretend play with siblings, or while talking about it (Brown et al., 1996), children are likely to gain exposure to imaginary ideas, skills for negotiating the sharing of fantasies, and rich role-taking experience (Harris, 2005).”
Getting Vygotskian about theory of mind: Mediation, dialogue, and the development of social understanding (2008, unknown): “Firstly, caregivers‘ general sensitivity to mind is likely to be reflected in behaviors other than mental-state language use (Harris, 2005; Lundy, 2003, Meins et al., 2003).”