False Belief Understanding in Language Impaired and Typically Developing Spanish-Speaking Preschoolers from Lower Income Backgrounds

Autor/inn/en	Guiberson, Mark; Rodriguez, Barbara L.
Titel	False Belief Understanding in Language Impaired and Typically Developing Spanish-Speaking Preschoolers from Lower Income Backgrounds
Quelle	In: Early Education and Development, 24 (2013) 4, S.517-535 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2012.693429
Schlagwörter	Spanish Speaking; Low Income; Cognitive Processes; Beliefs; Child Development; Developmental Stages; Teaching Methods; English (Second Language); Native Speakers; Mexican Americans; Performance; Language Impairments; Preschool Children; Disadvantaged Youth; Preschool Education; Questionnaires; Theory of Mind; Cultural Influences; Scores; Measures (Individuals); Preschool Language Scale + Suchen Sie Ihr Suchwort? Niedriglohn; Cognitive process; Kognitiver Prozess; Belief; Glaube; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Hispanoamerikaner; Achievement; Leistung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Fragebogen; Cultural influence; Kultureinfluss; Messdaten
Abstract	Research Findings: The present study describes developmental trends in false belief (in other and self) in 46 Mexican-dialect Spanish-speaking children from lower socioeconomic backgrounds with and without language impairment (LI). Results indicate that typically developing children's performance on false belief tasks improves with age, with very few 3-year-old children, half of the 4-year-old children, and most 5-year-olds demonstrating false belief understanding. Results also reveal that children acquire false belief in other in advance of false belief in self. Although there were no group differences between 3- and 4-year-old typically developing and LI children, there were significant differences in false belief performance between the 5-year-old typically developing and LI children. Practice or Policy: Implications for screening and enhanced false belief teaching strategies are presented. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10