Communicative interactions, knowledge of a second language, and theory of mind in young children

The Journal of Genetic Psychology
George Berguno, Dermot M Bowler

Abstract

In this study, the authors explored the effect that particular patterns of communicative interactions may have on young children's understanding of representations and the link between knowledge of a 2nd language and theory of mind. The authors tested 140 single language users and 57 dual language users (aged 3-4 years old) on a deceptive task with 3 experimental conditions. In the deceptive-context condition, an experimenter made a reference to the deceptive object. In the older peer condition, an experimenter made a reference to an older child who was actively participating in the experimental manipulations. In the deceptive-interaction condition, the experimenter made reference to his or her own deceptive interventions. The most significant finding was that knowledge of a 2nd language significantly improved young children's understanding of both mental and nonmental representations. Moreover, the results indicated that an experimenter's reference to a deceptive interaction greatly facilitated 3-year-old children's understanding of false belief.

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Citations

Oct 7, 2014·Early Childhood Research Quarterly·Raluca BaracMarta Sanchez
Mar 25, 2016·The Journal of Genetic Psychology·Amy A Weimer, Philip G Gasquoine
Aug 31, 2016·Psychonomic Bulletin & Review·Paula Rubio-Fernández
Oct 21, 2015·Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences·Misato Hayashi
Aug 6, 2015·International Journal of Speech-language Pathology·Kamelia DennaouiSharon Goldfeld
Jul 16, 2008·Pró-fono : revista de atualização científica·Luciana Regina de Lima CarvalhoIda Lichtig

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