scholarly journals Relationship between False Belief, Mental State Language, Metalinguistic Awareness and Social Abilities in School-age Children

2014 ◽  
Vol 114 ◽  
pp. 365-371 ◽  
Author(s):  
Emiddia Longobardi ◽  
Pietro Spataro ◽  
Marialuisa Renna
Keyword(s):  
Mental State ◽  
False Belief ◽  
School Age Children ◽  
Metalinguistic Awareness ◽  
School Age ◽  
Social Abilities ◽  
Mental State Language ◽  
State Language

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

Parent–child picture-book reading, mothers' mental state language and children's theory of mind

2005 ◽  
Vol 32 (3) ◽  
pp. 673-686 ◽  
Author(s):  
JUAN E. ADRIAN ◽  
ROSA A. CLEMENTE ◽  
LIDON VILLANUEVA ◽  
CAROLIEN RIEFFE
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Picture Book ◽  
False Belief ◽  
Book Reading ◽  
Mental State Language ◽  
Picture Book Reading ◽  
Reading At Home ◽  
State Language ◽  
Parent Child

This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

scholarly journals Mental state language and quality of conversational experience in deaf and hearing children

2014 ◽  
Vol 29 ◽  
pp. 41-49 ◽  
Author(s):  
Gary Morgan ◽  
Marek Meristo ◽  
Wolfgang Mann ◽  
Erland Hjelmquist ◽  
Luca Surian ◽  
...  
Keyword(s):  
Mental State ◽  
Mental State Language ◽  
Hearing Children ◽  
State Language

Maternal mental state language is associated with trajectories of Chinese immigrant children’s emotion situation knowledge

2018 ◽  
Vol 43 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Stacey N. Doan ◽  
Helen Y. Lee ◽  
Qi Wang
Keyword(s):  
Mental State ◽  
Cultural Context ◽  
Mental States ◽  
European American ◽  
Chinese Immigrant ◽  
Children's Emotion ◽  
Mental State Language ◽  
And Behaviors ◽  
Over Time ◽  
State Language

We investigated the role of mothers’ references to mental states and behaviors and children’s emotion situation knowledge (ESK) in a prospective, cross-cultural context. European American mothers ( n = 71) and Chinese immigrant mothers ( n = 60) and their children participated in the study. Maternal references to mental states and behaviors were assessed at Time 1 when children were three years of age. ESK was assessed when children were 3, 3.5, and 4.5 years of age. Multi-group latent growth curve analyses were used to model children’s growth in ESK over time, as well as relations between mental state language and references to behaviors on children’s trajectories. Results indicated that maternal references to mental states were associated with concurrent levels of ESK for European American children, and change over time for the Chinese immigrant children. Maternal references to behaviors were negatively associated with concurrent ESK for both groups.

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