Literaturnachweis - Detailanzeige
Autor/inn/en | Wellman, Henry M.; Lane, Jonathan D.; LaBounty, Jennifer; Olson, Sheryl L. |
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Titel | Observant, Nonaggressive Temperament Predicts Theory-of-Mind Development |
Quelle | In: Developmental Science, 14 (2011) 2, S.319-326 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1363-755X |
DOI | 10.1111/j.1467-7687.2010.00977.x |
Schlagwörter | Theory of Mind; Personality Traits; Predictor Variables; Child Development; Young Children; Age Differences; Preschool Children; Interpersonal Relationship; Interaction; Cognitive Development Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Kindesentwicklung; Frühe Kindheit; Age; Difference; Age difference; Altersunterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Kognitive Entwicklung |
Abstract | Temperament dimensions influence children's approach to and participation in social interactive experiences which reflect and impact children's social understandings. Therefore, temperament differences might substantially impact theory-of-mind development in early childhood. Using longitudinal data, we report that certain early temperament characteristics (at age 3)--lack of aggressiveness, a shy-withdrawn stance to social interaction, and social-perceptual sensitivity--predict children's more advanced theory-of-mind understanding 2 years later. The findings contribute to our understanding of how theory of mind develops in the formative preschool period; they may also inform debates as to the evolutionary origins of theory of mind. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |