How Bilingualism Informs Theory of Mind Development

Autor/inn/en	Yu, Chi-Lin; Kovelman, Ioulia; Wellman, Henry M.
Titel	How Bilingualism Informs Theory of Mind Development
Quelle	In: Child Development Perspectives, 15 (2021) 3, S.154-159 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Chi-Lin) ORCID (Kovelman, Ioulia) ORCID (Wellman, Henry M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8592
DOI	10.1111/cdep.12412
Schlagwörter	Bilingualism; Theory of Mind; Executive Function; Metalinguistics; Sociolinguistics; Young Children; Child Development + Suchen Sie Ihr Suchwort? Bilingualismus; Metalanguage; Metasprache; Soziolinguistik; Frühe Kindheit; Kindesentwicklung
Abstract	The possibility and nature of bilingual advantage for theory of mind (ToM), that is, young bilingual children outperforming their monolingual peers, have been discussed increasingly since the first research on the topic was published in 2003. Because accumulating evidence demonstrates a ToM advantage for bilingual individuals, in this article, we focus on how this advantage arises. We consider how current theoretical positions, including "executive function," "metalinguistic awareness," and "sociolinguistic awareness" accounts, explain such an advantage in young bilingual children. These theoretical accounts receive some, but only partial, support, so further research and theory are needed to understand comprehensively the relationship between bilingualism and ToM. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01