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Heritage Language Development and Maintenance of Heritage Speakers of Korean in Australia in Primary School Years ...
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Examining Comprehension of Prosodic Contrasts in 7-12 Year Old Children
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Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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Child Social Understanding: How Theory of Mind Development is Influenced by Socio-Cultural Factors
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Abstract:
It is widely recognised that possessing a theory of mind is a cornerstone of human social interaction. While theory of mind has been extensively researched over the past three decades, it was not until much more recently that researchers began to consider deontic reasoning (reasoning about social rules and regulations) as another critical part of social understanding. Research has not comprehensively investigated the relationship between theory of mind and deontic reasoning development in young children. Likewise, research has not yet focused on the influence of parental self-construal (i.e., how the parent views themselves in relation to others) on child theory of mind development, and how this relationship may be mediated by parental language use. Our sample comprised 55 children aged between 3 and 7 years (M= 5.2 years) and their primary caregiver, with each parent-child dyad participating in either one or two experimental sessions consisting of six theory of mind and seven deontic reasoning tasks. Parents completed a cultural self-construal questionnaire, an autonomy-relatedness questionnaire, and a parenting goals questionnaire. Parent and child language use was assessed through the completion of a picture description task. The results suggested that there is no clear distinction between theory of mind and deontic reasoning tasks, and that deontic reasoning may be a part of the broader theory of mind construct. Results also demonstrated that parents with more interdependent self-construals had children who performed better on the false belief tasks. Lastly, results indicated that parents who were more interdependent had children who, on average, had an increase in theory of mind ability due to the parental tendency to use more cognitive language. These findings illustrate the importance of socio-cultural factors in child social understanding.
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Keyword:
child development; culture; deontic reasoning; parental language; self-construal; theory of mind
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URL: http://hdl.handle.net/10523/12716
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Desarrollo de un generador automático de ejercicios gramaticales de euskera
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The Cognitive and Linguistic Abilities of Bilinguals with Genetic Disorders: The Prader-Willi Syndrome Population ...
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Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools ...
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Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
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Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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Studie zum Entwicklungsplan Migration und Bildung 2014-2018 (EMiBi). Umsetzung und Optionen für Bildungspolitik und -verwaltung
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In: Bremen : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung 2021, 34 S. - (AbIB-Arbeitspapier; 1/2021) (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Exploring children’s everyday activities through parent and child utterances ...
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Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico
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