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Titolo:
Children's theory of mind: How young children come to understand that people have thoughts and feelings
Autore:
Astington, JW; Barriault, T;
Indirizzi:
Univ Toronto, Dept Human Dev & Appl Psychol, Inst Child Study, Toronto, ON, Canada Univ Toronto Toronto ON Canada ol, Inst Child Study, Toronto, ON, Canada
Titolo Testata:
INFANTS AND YOUNG CHILDREN
fascicolo: 3, volume: 13, anno: 2001,
pagine: 1 - 12
SICI:
0896-3746(200101)13:3<1:CTOMHY>2.0.ZU;2-O
Fonte:
ISI
Lingua:
ENG
Soggetto:
INDIVIDUAL-DIFFERENCES; FALSE BELIEF; AUTISM; KNOWLEDGE; EMOTION; PERFORMANCE; DECEPTION; LANGUAGE; TASK;
Keywords:
autism; developmental delay; early identification; early intervention; individual differences; social cognition;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
59
Recensione:
Indirizzi per estratti:
Indirizzo: Astington, JW Univ Toronto, Dept Human Dev & Appl Psychol, Inst Child Study, Toronto, ON, Canada Univ Toronto Toronto ON Canada Study, Toronto, ON, Canada
Citazione:
J.W. Astington e T. Barriault, "Children's theory of mind: How young children come to understand that people have thoughts and feelings", INF YOUNG C, 13(3), 2001, pp. 1-12

Abstract

Children's theory of mind underlies their ability to explain and predict human behavior by taking into account a person's thoughts and feelings. It develops in the first 5 years of life, beginning with joint attention in infancy. The 3-year-old child understands that there is a difference between thoughts in the mind and things in the world and is aware of people's wants,feelings, and perceptions. The 5-year-old child understands false belief, and realizes that thoughts in the mind may not be true. Some recent work investigated individual differences in theory-of-mind development, showing antecedents of false-belief understanding in general language skills, pretendplay, and style of family interaction. There is less work on the consequences of typical theory of mind development, but a large body of work demonstrating the consequences of its absence, particularly in autism. The articlediscusses the implications of this new area of developmental research for clinical practice and describes a screening tool and a teaching manual.

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Documento generato il 08/04/20 alle ore 11:46:07