Getting Vygotskian about theory of mind: Mediation, dialogue, and the development of social understanding

Fernyhough, Charles

doi:10.1016/j.dr.2007.03.001

Cited by 197 publications

(177 citation statements)

References 103 publications

(160 reference statements)

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“…These findings are consistent with Vygotsky's (1930Vygotsky's ( -1935Vygotsky's ( /19781934/1987 ideas on the role of speech in cognition, and suggest planning can be considered to be largely verbally mediated in middle childhood. The results are consistent with the view that cognition undergoes a domain-general shift towards verbal mediation during early childhood (Al-Namlah et al, 2006;Fernyhough, 2008).…”

Section: Discussionsupporting

confidence: 90%

The roles of private speech and inner speech in planning during middle childhood: Evidence from a dual task paradigm

Lidstone

Meins

Fernyhough

2010

Journal of Experimental Child Psychology

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Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Journal of experimental child psychology. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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Section: Discussionsupporting

confidence: 90%

The roles of private speech and inner speech in planning during middle childhood: Evidence from a dual task paradigm

Lidstone

Meins

Fernyhough

2010

Journal of Experimental Child Psychology

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“…5 The content of these interactions is more readily internalized when partners operate at a cognitively appropriate level. 6,7 There has been a recent interest in parental sensitivity to children' s cognitive and mental states, [8][9][10] which has been demonstrated to foster children' s social and cognitive development. [11][12][13] Cognitive sensitivity describes the extent to which an individual considers the knowledge and abilities of their interaction partner during a dyadic interaction.…”

mentioning

confidence: 99%

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Sibship size has been negatively associated with children' s language, cognitive, and academic outcomes. This phenomenon is often explained in terms of resource dilution, wherein more children in the home is associated with fewer parental resources allocated to each child. WHAT THIS STUDY ADDS:The current study identifies a moderator of this relationship. Specifically, if children' s next-inage older siblings exhibit high levels of cognitive sensitivity then sibship size is not significantly related to children' s vocabulary. abstract OBJECTIVES:The aim of the current study was to examine the relationship between sibship size and children' s vocabulary as a function of quality of sibling interactions. It was hypothesized that coming from a larger sibship (ie, 3+ children) would be related to lower receptive vocabulary in children. However, we expected this association to be moderated by the level of cognitive sensitivity shown by children' s next-in-age older siblings.METHODS: Data on 385 children (mean age = 3.15 years) and their nextin-age older siblings (mean age = 5.57 years) were collected and included demographic questionnaires, direct testing of children' s receptive vocabulary, and videos of mother-child and sibling interactions. Sibling dyads were taped engaging in a cooperative building task and tapes were coded for the amount of cognitive sensitivity the older sibling exhibited toward the younger sibling.RESULTS: Hierarchical regression analyses were conducted and showed an interaction between sibship size and sibling cognitive sensitivity in the prediction of children' s receptive vocabulary; children exposed to large sibships whose next-in-age older sibling exhibited higher levels of cognitive sensitivity were less likely to show low vocabulary skills when compared with those children exposed to large sibships whose siblings showed lower levels of cognitive sensitivity. CONCLUSIONS:Children who show sensitivity to the cognitive needs of their younger siblings provide a rich environment for language development. The negative impact of large sibships on language development is moderated by the presence of an older sibling who shows high cognitive sensitivity. Pediatrics 2014;133:e394-e401 AUTHORS:

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“…That is, the social understanding is viewed in terms of (Carpendale & Lewis, 2004;Fernyhough, 2008;Meins, 1997) have used the notion of "zone of proximal development" (Vygotsky, 1978) Scaffolding refers to the gradual withdrawal of adult control and support as a function of children's increasing mastery of a given task (Wood, Bruner, & Ross, 1976). It could be argued that in our study two kindergarten teachers have made a zone of proximal development or scaffolding in order to incorporate some social understanding skills (false belief and desire--belief-emotion understanding).…”

Section: Resultsmentioning

confidence: 99%

“…According to a Vygotskian approach, all higher psychological processes are social and cultural in nature, and the social nature of human cognition emerges in the active and dynamic process of internalization of external sociocultural experiences by individuals in the process of socialization (Fernyhough, 2008;Tomasello, 1999;Vygotsky, 1978). Within the action-based approach (Bibok, Carpendale, & Lewis, 2008), social understanding is conceptualized as a social skill.…”

Section: Introductionmentioning

confidence: 99%

Improving Social Understanding of Preschool Children: Evaluation of a Training Program

Esteban

Caballero

Serrano

et al. 2017

EJREP

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Getting Vygotskian about theory of mind: Mediation, dialogue, and the development of social understanding

Cited by 197 publications

References 103 publications

The roles of private speech and inner speech in planning during middle childhood: Evidence from a dual task paradigm

The roles of private speech and inner speech in planning during middle childhood: Evidence from a dual task paradigm

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

Improving Social Understanding of Preschool Children: Evaluation of a Training Program

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