Environmental Language Factors in Theory of Mind Development

Stanzione, Christopher M.; Schick, Brenda

doi:10.1097/tld.0000000000000038

Cited by 42 publications

(10 citation statements)

References 57 publications

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“…Importantly, deficits in ToM and language cannot account for the full range of social emotional difficulties in SLI. Plausibly, other cognitive functions (such as level of executive functioning) but also environmental factors (such as parental social emotional engagement) influence the development of language and ToM and social emotional maturation (e.g., Leslie, 1987; Bishop, 1997; Cutting and Dunn, 1999; Farrant et al, 2011; Stanzione and Schick, 2014; Vissers et al, 2015). …”

Section: Discussionmentioning

confidence: 99%

“…The effects of training studies exposing (young) children to ToM vocabulary for instance are promising (e.g., Hale and Tager-Flusberg, 2003; Lohmann and Tomasello, 2003; Bianco et al, 2016). The fact that language and ToM development start in infancy and continue into adulthood implies that to prevent and treat social emotional dysregulations language and ToM interventions should extend into adulthood (see also Stanzione and Schick, 2014). …”

Section: Discussionmentioning

confidence: 99%

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Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Vissers

Koolen

2016

Front. Psychol.

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Children with Specific Language Impairment (SLI) often experience emotional and social difficulties. In general, problems in social emotional functioning can be cognitively explained in terms of Theory of Mind (ToM). In this mini-review, an overview is provided of studies on social-emotional functioning and ToM in preschoolers (average age from 2.3 to 6.2 years) with SLI. It is concluded that, similar to school-aged children with SLI, preschoolers with SLI have several social-emotional problems and that both cognitive and affective aspects of ToM are impaired in those children. Based hereon, three possible causal models for the interrelation between language, ToM and social emotional functioning are put forward. It is proposed that future research on the construct and measurement of early ToM, social emotional functioning and language development in preschoolers with SLI is needed to achieve early detection, tailored treatment, and ultimately insight into the pathogenesis of SLI.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Vissers

Koolen

2016

Front. Psychol.

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“…Because ToM, or the ability to attribute states of mind to oneself and others, is critical to communication, deficits in theory of mind have been studied in developmental psychology as well as speech pathology (Westby & Robinson, 2014). As Stanzione and Schick (2014) (Stanzione and Schick, 2014, p. 365). Higher order cognitive and affective (feeling) ToM which typically develop between ages eight and 12 are things like being able to recognize "lies, sarcasm, figurative language, idioms," or understanding multiple levels of cognitive functions within a group such as the scenario, "he thinks that she hopes that they believe she loves the gift" (Stanzione & Schick, 2014, p. 365).…”

Section: Mastery Of Basic Knowledgementioning

confidence: 99%

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

Vaughan¹

2019

Journal of Research on Christian Education

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Christian education continues to play an important role in our society. The purpose of the present quantitative study is to compare mean scores on the Preliminary Scholastic Aptitude Test (PSAT) compared between Classical Christian schools and non-Classical Christian schools to see if there are any significant differences in selected areas of academic performance. Classical Christian schools are defined as private schools employing a distinct Christ-centered pedagogy with an emphasis on the Greco-Roman Trivium. Non-Classical Christian schools are defined as private schools with a Christ-centered pedagogy with no emphasis on the Greco-Roman Trivium. A causal-comparative study was conducted to measure archival data that was randomly selected from all schools answering a headmaster survey. The sample consisted of 4,486 mean scores from the 2003-2004 through 2012-2013 school years: 3,768 mean scores from non-Classical Christian Schools and 718 from Classical Christian schools each in reading and math and 3,768 mean scores from non-Classical Christian Schools and 701 from Classical Christian schools in writing. Data was collected using a headmaster survey. Welch's t-tests for unequal variances compared school score means with an alpha set at .05 and then at .017 for Bonferroni correction and returned statistically significant results for all three academic areas at both alpha levels. Effect size measured by Cohen's d and eta squared indicated Classical Christian methodology should have a large, positive effect on PSAT scores. Future research, including field work for demographics as well as associated correlational studies, is recommended.

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“…From an empirical perspective, we know that children with DLD and D/HH suffer from social difficulties and emotional problems much more often than their typically developing (TD) peers (Stanzione and Schick, 2014; Vissers and Koolen, 2016; Vissers and Hermans, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Interplay Between Theory of Mind and Social Emotional Functioning in Adolescents With Communication and Language Problems

et al. 2019

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Adolescents with developmental language disorders (DLDs) and adolescents who are deaf or hard of hearing (D/HH) are at greater risk of social emotional problems. These problems may not only be attributed to communication and language problems but, at least in part, to Theory of Mind (ToM) deficits as well. In this mini review, an overview is provided of studies on social emotional functioning and ToM performance in adolescents with DLD and D/HH adolescents. A possible interplay between social emotional functioning and Theory of Mind is discussed. There is empirical evidence for social emotional problems and ToM problems in both adolescents with DLD and D/HH. We hypothesized that language deficits as seen in adolescents with DLD and impoverished exposure to language and communication, as seen in adolescents who are D/HH can explain differences in social emotional functioning and ToM performance. The present mini review provides a possible framework for the relation between ToM and social emotional functioning in adolescents with communication and language problems, which is mediated by their limited linguistic ability or restricted language exposure and gives suggestions for future research.

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Environmental Language Factors in Theory of Mind Development

Cited by 42 publications

References 57 publications

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

The Interplay Between Theory of Mind and Social Emotional Functioning in Adolescents With Communication and Language Problems

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