The role of parents’ distancing strategies in the development of five-year-old children’s Theory of Mind

Galende, Nuria; Miguél, Manuel Sánchez de; Arranz, Enrique

doi:10.1080/03004430.2011.553676

Cited by 9 publications

(4 citation statements)

References 59 publications

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“…Other studies identified concurrent (Cahill, Deater‐Deckard, Pike, & Hughes, ; Hughes, Deater‐Deckard, & Cutting, ), and predictive (Ereky‐Stevens, ; Symons & Clark, ) relations between a sensitive, warm maternal interaction style, and child ToM. Galende, Sánchez de Miguél, and Arranz () found a concurrent link between parental distancing strategies (e.g., linguistic scaffolding) and five‐year‐old children's ToM. Moreover, a positive correlation between secure attachment and ToM in children has been reported (Fonagy, Redfern, & Charman, ; Meins, Fernyhough, Russell, & Clark‐Carter, ).…”

Section: Introductionmentioning

confidence: 97%

Mother–Child Interaction as a Cradle of Theory of Mind: The Role of Maternal Emotional Availability

2015

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The present longitudinal study investigated the relative importance of emotional availability (EA) in 56 mother–child dyads when the child was 7 months and four‐year old as predictors of child's Theory of Mind at 4 years while controlling for early maternal mind‐mindedness (MM). Dyadic EA at 7 months predicted the child's Theory of Mind, even when controlling for child temperamental and cognitive characteristics as well as dyadic EA at 4 years and early maternal MM. Results indicate the specific importance of high emotional connectedness between mothers and infants for preschoolers' Theory of Mind development.

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Section: Introductionmentioning

confidence: 97%

Mother–Child Interaction as a Cradle of Theory of Mind: The Role of Maternal Emotional Availability

2015

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“…Previous studies show that parental scaffolding processes such as distancing, explanatory, and elaboration facilitate ToM development in preschoolers (e.g., Galende, de Miguel, & Arranz, 2012; Taumoepeau & Reese, 2013). The significant joint (i.e., interaction) effect between maternal and toddler collaborative acts on FBU found in this study that only when toddlers engaged in high levels of collaborative acts, higher levels of maternal collaborative communication contributed to better ToM development.…”

Section: Discussionmentioning

confidence: 98%

Collaborative mother–toddler communication and theory of mind development at age 4

Sung

Hsu

2014

Journal of Applied Developmental Psychology

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Focusing on social pragmatics, this longitudinal study investigated the contribution of mother-toddler collaborative communication to theory of mind (ToM) development at age 4. At age 2½, 78 toddlers’ (42 boys) and their mothers were observed during pretend play. At age 4, children were tested using 4 false belief understanding tasks. Both mothers and toddlers engaged in more collaborative (inform, guide/request, and support/confirm) than non-collaborative communication acts. Other-focused collaborative acts of support/confirm by mothers and toddlers predicted children’s false belief understanding, even after controlling for 5 covariates. In addition, as active agents in their own ToM development, the contribution of toddlers’ collaborative acts to false belief understanding was independent of their mothers. Finally, the way toddlers and their mothers co-constructing their communication mattered. Only when toddlers engaged in high levels of collaborative acts, the mothers’ high levels of collaborative acts demonstrated a positive effect on children’s ToM development. The applied implications of these findings were discussed.

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“…More specifically, such factors as family size, the number of siblings (e.g., Dykas & Cassidy, 2011;Jenkins & Astington, 1996), language and discipline styles (e.g., Galende et al, 2012), and attachment style of the child (Bell, 1970;Laranjo et al, 2010;Meins, 2000;Symons & Clark, 2000) have been considered relevant for understanding the emergence of the ToM. On the other hand, research also focuses attention on the first signs of expression and development of the ToM.…”

Section: Styles Of Attachment and Acquisition Of The Theory Of Mindmentioning

confidence: 99%

Styles of attachment and acquisition of the theory of mind

Villachan-Lyra¹,

Almeida

Hazin³

et al. 2015

Estudos De Psicologia

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ResumoEstilos de apego e aquisição da teoria da mente. O objetivo do presente estudo foi investigar possíveis relações entre a teoria da mente e apego mãe-criança. Foram propostas duas questões de pesquisa: (1) a partir de que idade uma criança mostra-se capaz de compreender e inferir acerca de estados mentais e comportamentos de outras pessoas? e (2) pode ser estabelecida alguma relação sistemática entre "estilo de apego" e "aquisição da teoria da mente"? 40 crianças, subdivididas em dois grupos (3 e 4 anos de idade) participaram do presente estudo. Para cada criança, foram aplicadas duas tarefas de crença falsa (CF) e uma tarefa de histórias de apego incompletas. Foram realizadas análises de cunho quantitativo e qualitativo. Os resultados encontrados apontam para uma correlação positiva entre o estilo de apego seguro e o bom desempenho nas tarefas de CF.Palavras-chave: teoria da mente; apego; desenvolvimento infantil. AbstractThe goal of the present study was to investigate the possible relationship between the theory of mind and mother-child attachment.Two research questions were asked: (1) At what age does a child show the ability to understand and infer the mental states of others? (2) Is there a systematic relationship between "styles of attachment" and "acquisition of the theory of mind"? Forty children from two age groups (3-and 4-year-olds) participated in the study. For each child, two tasks of false belief (FB) and a task of uncompleted attachment stories were applied. The results indicated a positive correlation between the secure attachment style and good performance on the FB tasks.Keywords: theory of mind, attachment, child development. ResumenEstilos de apego y adquisición de la teoría de la mente. El objetivo de este estudio fue investigar las posibles relaciones entre la teoría de la mente y el apego madre-bebé. Fueron propuestas dos preguntas de investigación: (1) ¿a qué edad un niño presenta la capacidad de comprender e inferir los estados mentales y los comportamientos de los demás? y (2) ¿Puede establecerse alguna relación sistemática entre el "estilo de apego" y la "adquisición de la teoría de la mente"? 40 niños, divididos en dos grupos según la edad (3 y 4 años) -fueron investigados. Para cada niño, se aplicaron dos tareas de falsa creencia (FC) y una tarea con historias de apego incompletas. Los datos fueron sometidos a análisis cuantitativo y cualitativo. Los resultados señalan una correlación positiva entre el estilo de apego seguro y un buen rendimiento en las tareas de FC.Palabras clave: teoría de la mente; apego; desarrollo infantil.

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The role of parents’ distancing strategies in the development of five-year-old children’s Theory of Mind

Cited by 9 publications

References 59 publications

Mother–Child Interaction as a Cradle of Theory of Mind: The Role of Maternal Emotional Availability

Mother–Child Interaction as a Cradle of Theory of Mind: The Role of Maternal Emotional Availability

Collaborative mother–toddler communication and theory of mind development at age 4

Styles of attachment and acquisition of the theory of mind

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