Individual Differences in False Belief Understanding Are Stable from 3 to 6 Years of Age and Predict Children's Mental State Talk with School Friends

Autor/inn/en	Hughes, Claire; Ensor, Rosie; Marks, Alex
Titel	Individual Differences in False Belief Understanding Are Stable from 3 to 6 Years of Age and Predict Children's Mental State Talk with School Friends
Quelle	In: Journal of Experimental Child Psychology, 108 (2011) 1, S.96-112 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2010.07.012
Schlagwörter	Preschool Children; Verbal Ability; Longitudinal Studies; Individual Differences; Beliefs; Interpersonal Communication; Interaction; Validity; Evaluation Methods; Age Differences; Child Psychology + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individueller Unterschied; Belief; Glaube; Interpersonale Kommunikation; Interaktion; Gültigkeit; Age; Difference; Age difference; Altersunterschied; Kinderpsychologie
Abstract	Despite a wealth of studies in the field, longitudinal assessments of both the stability and predictive utility of individual differences in preschoolers' understanding of the mind remain scarce. To address these gaps, we applied latent variable analyses to (a) experimental data gathered from a socially diverse sample (N = 101, 60 boys and 41 girls) at 3 and 6 years of age and (b) transcript-based coding of children's dyadic interactions with a best friend at age 6. Our results showed significant stability between latent factors of false belief understanding at ages 3 and 6 even with effects of verbal ability and inhibitory control controlled at both time points. In addition, false belief understanding at ages 3 and 6 showed both distal and proximal links with the frequency of children's talk about mental states at age 6 even when their overall talk and their friends' mental state talk were also controlled. We conclude that preschoolers' false belief understanding both directly and indirectly supports children's growing ability to discuss thoughts and feelings in their conversations with friends. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10