Literaturnachweis - Detailanzeige
| Autor/inn/en | Hughes, Claire; Dunn, Judy |
|---|---|
| Titel | Understanding Mind and Emotion: Longitudinal Associations with Mental-State Talk Between Young Friends. |
| Quelle | In: Developmental Psychology, 34 (1998) 5, S.1026-37Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0012-1649 |
| Schlagwörter | Emotional Development; Friendship; Individual Development; Individual Differences; Longitudinal Studies; Perspective Taking; Preschool Children; Reliability; Sex Differences Gefühlsbildung; Freundschaft; Individuelle Entwicklung; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zukunftsperspektive; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reliabilität; Sex difference; Geschlechtsunterschied |
| Abstract | A 13-month study of preschoolers' conversations with friends examined development of understanding of mind and emotion and mental-state talk. Findings indicated significant and related improvements in theory-of-mind task performance and affective perspective-taking. There were qualitative and quantitative changes in mental-state references in conversations. Individual differences were stable. Girls showed more frequent, more developed mental-state talk than did boys. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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