Mother-child talk about past emotions: Relations of maternal language and child gender over time

Kuebli, Janet; Butler, Susan; Fıvush, Robyn

doi:10.1080/02699939508409011

Cited by 171 publications

(113 citation statements)

References 30 publications

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“…In addition, mothers who think of their children in mentalistic terms ("mindmindedness"), and therefore, presumably talk to their children about the psychological world, have children who are more advanced in understanding beliefs than are other children (Meins & Fernyhough 1999;Meins et al 1998). Similar correlations between family interaction and the development of children's understanding of emotions have also been reported (e.g., Dunn et al 1991b;Hooven et al 1995;Kuebli et al 1995;Steele et al 1999). In a longitudinal study, Astington and Jenkins (1999) found that earlier language abilities predict later false belief performance but earlier false belief competence does not predict later language abilities, supporting the conclusion that language is important in social cognitive development.…”

Section: Introductionsupporting

confidence: 59%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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Abstract:Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991;. It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.Keywords: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein et al. 1998;Symons & Clark 2000), mothers' education (Cutting & Dunn 1999), and socioeconomic circumstances (Holmes et al. 1996).Furthermore, a number of studies have found correlations between language and social understanding (e.g., Cutting & Dunn 1999; de Villers 2000; Happé 1995;Jenkins & Astington 1996). In longitudinal studies, forms of family talk about mental states have been found to be related to later success on false belief tests (e.g., Brown et al. 1996;Dunn et al. 1991a;Ruffman et al. 2002). In addition, mothers who think of their children in mentalistic terms ("mindmindedness"), and therefore, presumably talk to their children about the psychological world, have children who are more advanced in understanding beliefs than are other children (Meins & Fernyhough 1999;Meins et al. 1998). Similar correlations between family interaction and the development of children's understanding of emotions have also been reported (e.g., Dunn et al. 1991b;Hooven et al. 1995;Kuebli et al. 1995;Steele et al. 1999). In a longitudinal study, Astington and Jenkins (1999) found that earlier language abilities predict later false belief performance but earlier false belief competence does not predict later language abilities, supporting the conclusion that language is important in social cognitive development.Another source of evidence that social interaction is important for the development of a mentalistic understanding comes from research with deaf children. A number o...

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Section: Introductionsupporting

confidence: 59%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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“…Additionally, in the case of the Americans, all six categories that reached significance were mentioned by female students more often than by male students. This result could be partly explained by the fact that American females tend to be more verbal than their male counterparts (Kuebli, Butler, & Fivush, 1995).…”

Section: Gender Differencesmentioning

confidence: 80%

Cultural Scripts in Narratives about Future Life: Comparisons among Japanese, Chinese and American Students

Mukaida

Azuma

Crane

et al. 2010

The Japanese Journal of Personality

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“…Nadalje, u daljnjim istraživanjima bilo bi dobro uzeti u obzir i spol roditelja čiji se govor o mentalnim stanjima analizira. Naime, istraživanja pokazuju kako majke općenito više razgovaraju s djecom nego očevi te kako se kod njih bilježi više pozitivnoga, ali i više negativnoga govora, jednako kao i više direktivnoga i informativnoga govora (Lea-per, Anderson i Sanders, 1998), a više govore i o emocijama (Kuebli, Butler i Fivush, 1995). Kada je u pitanju roditeljski govor o metalnim stanjima, istraživanja pokazuju kako majke u interakcijama s djecom više govore o mentalnim stanjima nego očevi (Jenkins, Turrell, Kogushi, Lollis i Ross, 2003;LaBounty, Wellman, Olson, Lagattuta i Liu, 2008).…”

Section: Raspravaunclassified

The Relation of Children's Mental State Talk to Family Characteristics and the Mental State Talk of Their Parents

Topić

2013

Drustvena istrazivanja

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Cilj istraživanja bio je utvrditi postoje li značajne povezanosti između različitih vrsta govora o mentalnim stanjima kod djece od 17 do 37 mjeseci te nekih obilježja obitelji (imovinskoga stanja, mogućnosti zadovoljavanja potreba domaćinstva, obrazovanja oca i majke, broja djece) te različitih vrsta govora o mentalnim stanjima roditelja. Prikupljeni su uzorci dječjega i roditeljskoga govora na temelju kojih je provedena analiza govora o mentalnom stanju želje, kao i mišljenja i vjerovanja te govora o emocijama. Ostali podatci prikupljeni su upitnikom. Rezultati pokazuju kako roditelji djece koja više govore o željama kao mentalnim stanjima više govore i o mentalnom stanju želje, ali i mišljenja i vjerovanja, no ne i o emocijama. Nadalje, roditelji djece koja su imala zabilježen barem jedan iskaz o željama kao mentalnim stanjima u većoj se mjeri referiraju na želje te mišljenje i vjerovanje nego roditelji djece kod koje nije zabilježen govor o željama. Nisu pronađene značajne povezanosti količine dječjega govora o željama kao mentalnim stanjima i obiteljskih obilježja. Rezultati upućuju na važnost izučavanja obilježja roditelja u kontekstu izučavanja dječjega govora o mentalnim stanjima, odnosno razvoja sposobnosti teorije uma.Ključne riječi: teorija uma, govor o mentalnim stanjima, obiteljska obilježja

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Mother-child talk about past emotions: Relations of maternal language and child gender over time

Cited by 171 publications

References 30 publications

Constructing an understanding of mind: The development of children's social understanding within social interaction

Constructing an understanding of mind: The development of children's social understanding within social interaction

Cultural Scripts in Narratives about Future Life: Comparisons among Japanese, Chinese and American Students

The Relation of Children's Mental State Talk to Family Characteristics and the Mental State Talk of Their Parents

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