Observant, Nonaggressive Temperament Predicts Theory-of-Mind Development

Autor/inn/en	Wellman, Henry M.; Lane, Jonathan D.; LaBounty, Jennifer; Olson, Sheryl L.
Titel	Observant, Nonaggressive Temperament Predicts Theory-of-Mind Development
Quelle	In: Developmental Science, 14 (2011) 2, S.319-326 (8 Seiten) PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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longitudinal data, we report that certain early temperament characteristics (at age 3)--lack of aggressiveness, a shy-withdrawn stance to social interaction, and social-perceptual sensitivity--predict children's more advanced theory-of-mind understanding 2 years later.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).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10