scholarly journals Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour

2017 ◽  
Vol 27 (2) ◽  
pp. e2060
Author(s):  
Ana Luísa Barreto ◽  
Ana Osório ◽  
Joana Baptista ◽  
Pasco Fearon ◽  
Carla Martins
Keyword(s):  
Theory Of Mind ◽  
Social Competence ◽  
Mental State ◽  
Mental State Talk

Social competence, theory of mind, and executive function in institution-reared Turkish children

2014 ◽  
Vol 39 (6) ◽  
pp. 519-529 ◽  
Author(s):  
Evren Etel ◽  
Bilge Yagmurlu
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Social Competence ◽  
Mental State ◽  
Cultural Context ◽  
Receptive Language ◽  
Scaling Analysis ◽  
Turkish Children ◽  
The Social ◽  
Behavioral Assessments

This study had two aims. The first aim was to measure mental state understanding in institution-reared children by using a theory of mind (ToM) scale, and to examine the role of cultural context in sequencing of ToM acquisition. The other aim was to investigate ToM in relation to social competence and executive function (EF). Due to its pronounced role in mental state understanding and social interactions, we assessed receptive language as well. The participants were 107 institution-reared children aged 3 to 5 years in Turkey. Two visits were held within 2 days for behavioral assessments. In the first visit, the ToM scale was administered; in the second visit, the child was given the language test and the EF tasks. The social competence scales were completed by the child’s primary care provider in the institution. Guttman scaling analysis revealed that an understanding of diverse beliefs developed earlier than knowledge access, favoring the “individualistic pattern.” The regression analysis showed that EF was a significant predictor of ToM, but neither of them was associated with social competence when age was controlled. Receptive language predicted social competence and EF directly, and ToM indirectly through EF, pointing to the importance of this ability for early development.

scholarly journals Mental State Talk Structure in Children’s Narratives: A Cluster Analysis

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Giuliana Pinto ◽  
Caterina Primi ◽  
Christian Tarchi ◽  
Lucia Bigozzi
Keyword(s):  
Cluster Analysis ◽  
Theory Of Mind ◽  
Mental State ◽  
Oral Narratives ◽  
Underlying Structure ◽  
Affective States ◽  
Fine Grained ◽  
School Year ◽  
Children's Narratives ◽  
Mental State Talk

This study analysed children’s Theory of Mind (ToM) as assessed by mental state talk in oral narratives. We hypothesized that the children’s mental state talk in narratives has an underlying structure, with specific terms organized in clusters. Ninety-eight children attending the last year of kindergarten were asked to tell a story twice, at the beginning and at the end of the school year. Mental state talk was analysed by identifying terms and expressions referring to perceptual, physiological, emotional, willingness, cognitive, moral, and sociorelational states. The cluster analysis showed that children’s mental state talk is organized in two main clusters: perceptual states and affective states. Results from the study confirm the feasibility of narratives as an outlet to inquire mental state talk and offer a more fine-grained analysis of mental state talk structure.

Theory of mind, mental state talk and social relationships in aging: The case of friendship

2018 ◽  
Vol 23 (9) ◽  
pp. 1105-1112 ◽  
Author(s):  
Serena Lecce ◽  
Irene Ceccato ◽  
Elena Cavallini
Keyword(s):  
Theory Of Mind ◽  
Social Relationships ◽  
Mental State ◽  
Mental State Talk

scholarly journals Minding the children: A longitudinal study of mental state talk, theory of mind, and behavioural adjustment from the age of 3 to 10

2018 ◽  
Vol 27 (4) ◽  
pp. 826-840 ◽  
Author(s):  
Amanda Carr ◽  
Lance Slade ◽  
Nicola Yuill ◽  
Susan Sullivan ◽  
Ted Ruffman
Keyword(s):  
Longitudinal Study ◽  
Theory Of Mind ◽  
Mental State ◽  
Behavioural Adjustment ◽  
Mental State Talk

scholarly journals Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Jianfen Wu ◽  
Minmin Liu ◽  
Wenqi Lin
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Intervention Program ◽  
Role Playing ◽  
Control Group ◽  
Role Playing Games ◽  
Before And After ◽  
The Relationship ◽  
Mental State Talk ◽  
Quasi Experiment

This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (meanage = 41 months, SD = 2.47, 46% girls) and the control group (meanage = 40.68 months, SD = 2.23, 43% girls). The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind (ToM) tasks before and after the intervention. The results indicated that the experimental group had a significant improvement in the ToM scores, whereas the control group showed no significant change. The educational implications of these findings are discussed.

Theory of mind and social competence in children and adolescents with temporal lobe epilepsy.

2019 ◽  
Vol 33 (7) ◽  
pp. 986-995 ◽  
Author(s):  
Elizabeth Stewart ◽  
Cathy Catroppa ◽  
Linda Gonzalez ◽  
Deepak Gill ◽  
Richard Webster ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
Social Competence ◽  
Temporal Lobe Epilepsy ◽  
Children And Adolescents ◽  
Temporal Lobe
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