Infant social attention predicts preschool social cognition

Wellman, Henry M.; Phillips, Ann; Dunphy-Lelii, Sarah; LaLonde, Nicole

doi:10.1111/j.1467-7687.2004.00347.x

Cited by 139 publications

(132 citation statements)

References 48 publications

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“…Children are already able to understand others' intention in the beginning of their second year of life, even if this does not mean they have a fully fledged adult level of intention-understanding. In any event, the early understanding of intention as well as joint attention are related to the later development of a theory of mind (Charman et al, 2000;Olineck & Poulin-Dubois, 2005;Wellman, Phillips, Dunphy-Lelii, & LaLonde, 2004). In particular, Colonnesi, Rieffe, Koops, and Perucchini (2007), in a study related to the present study, found that the ability to follow the pointing gesture at 12 months of age predicts the later ability to explain others' behaviour in a psychological way and the perception understanding at the age of three years.…”

Section: Discussionmentioning

confidence: 92%

Young children's psychological explanations and their relationship to perception‐ and intention‐understanding

Colonnesi¹,

Koops

Terwogt

2007

Infant and Child Development

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The present study examined two key aspects of young children's ability to explain human behaviour in a mentalistic way. First, we explored desires that are of a level of difficulty comparable with that of false beliefs. For this purpose, the so-called 'alternative desires' were created. Second, we examined how children's psychological explanations are related to their understanding of perception and intention. A perception-understanding task, an intention-understanding task and a psychological-explanation task were administered to 80 three-year-olds. Results offer support for the thesis that the level of difficulty of belief and desire explanations is comparable. Moreover, children's psychological explanations are related to their understanding of perception and intention. The results lend support to the idea that mentalistic explanations are an explicit manifestation of children's level of theory of mind.

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Section: Discussionmentioning

confidence: 92%

Young children's psychological explanations and their relationship to perception‐ and intention‐understanding

Colonnesi¹,

Koops

Terwogt

2007

Infant and Child Development

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“…Evidence in favor of this final prediction comes from several recent longitudinal studies documenting that infants' action analysis predicts their responses, some years later, on verbal theory of mind measures (Aschersleben & Hohenberger, 2007;Kuhlmeier & Yamaguchi, 2007;Poulin-Dubois & Olineck, 2007;Wellman, Phillips, Dunphy-Lelii, & Lalonde, 2004). Infants who respond more systematically to the intentional structure of others' actions go on to become preschoolers who respond more systematically on classic theory of mind assessments, like the false-belief task.…”

Section: Resultsmentioning

confidence: 99%

Building Intentional Action Knowledge with One’s Hands

Gerson¹,

Woodward²

2009

Neoconstructivism

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This chapter considers the potential origins of the ability to discern others' intentions in acting. It focuses on a category of experience that has long been hypothesized to contribute to intentional understanding: namely, first-person agentive experience. Theoretically, it seems reasonable that one's own experience as an agent could provide useful information for understanding other agents. A true test of this general hypothesis requires (1) measuring infants' analysis of observed action structure and (2) relating this measure to variations in infants' own actions. The chapter turns first to recent studies that have done just this, and in so doing provided initial evidence that this general proposal is on the right track. It then turns to the much harder question of why self-produced experience might have an effect on the development of action understanding. This question will leads to the consideration of recent work on mirror systems, the limits of mirror systems, and the role of analogy in conceptual development.

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“…Essa mudança cultural pode reverter em uma melhor qualidade da interação entre pais e filhos, favorecendo o desenvolvimento infantil (Bolsoni-Silva & Del Prette, 2002;Overstreet et al, 2005;Willman, Phillips, Dunphy-Lelli & Lanlonde, 2004 …”

Section: Discussionunclassified

Desempenho acadêmico e autoconceito de escolares: contribuições do envolvimento paterno

Cia

Barham

Fontaine

2012

Estud. psicol. (Campinas)

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Este estudo teve por objetivo examinar as relações entre três formas do envolvimento paterno (a comunicação entre pai e filho; a participação do pai nos cuidados com o filho; a participação do pai nas atividades escolares, culturais e de lazer do filho) e dois aspectos do desenvolvimento infantil (autoconceito e desempenho acadêmico) de crianças que iniciam as atividades escolares. Participaram deste estudo 97 casais e seus filhos matriculados na 1ª ou 2ª série do Ensino Fundamental. Para avaliar o envolvimento paterno a partir de duas perspectivas diferentes, tanto os pais quanto as mães responderam à Avaliação do bem-estar pessoal e familiar e do relacionamento pai-filho - Versão Paterna. Para avaliar o desempenho acadêmico e o autoconceito, foram aplicados nas crianças o Teste de Desempenho Escolar e o Self-Description Questionnaire I. Observou-se que, quanto maior a frequência de comunicação entre pai e filho, a participação do pai nos cuidados com o filho e a participação do pai nas atividades escolares, culturais e de lazer do filho, maior o desempenho acadêmico e o autoconceito das crianças. Esses resultados são indicativos da importância do envolvimento paterno e apontam a necessidade de se realizarem intervenções educativas dirigidas aos homens.

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Infant social attention predicts preschool social cognition

Cited by 139 publications

References 48 publications

Young children's psychological explanations and their relationship to perception‐ and intention‐understanding

Young children's psychological explanations and their relationship to perception‐ and intention‐understanding

Building Intentional Action Knowledge with One’s Hands

Desempenho acadêmico e autoconceito de escolares: contribuições do envolvimento paterno

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