Referential communication abilities and Theory of Mind development in preschool children

Resches, Mariela; Pereira, Miguel Pérez

doi:10.1017/s0305000906007641

Cited by 47 publications

(39 citation statements)

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“…These results are similar to those found in our study. In addition, the study conducted by Resches and Perez-Pereira (2007) showed significant relationships between false-belief attribution and speaker performance in referential communication, a result that did not appear in our study. The present study, nevertheless, may provide some support for the hypothesis made earlier that there would be a relation between false-belief competence and referential communication ability.…”

Section: Discussioncontrasting

confidence: 89%

“…Additionally, a longitudinal research examining children's performance on tasks assessing ToM competence and referential communication skills would indicate possible age changes, differences, or similarities and, moreover, would provide the basis for an in-depth examination of possible links with other common underpinning factors to both areas of development. A finding that is worth discussing here is the relation between comprehension of ambiguous messages and false-belief understanding also suggested by Resches and Perez-Pereira (2007). This finding together with the reported evidence that comprehension of ambiguous messages is a predictor of false-belief competence provide some basis for the claim that an understanding of ambiguity, the idea that one message might be taken to refer to more than one thing, might go along with a grasp that it is possible to take different perspectives on a thing.…”

Section: Discussionmentioning

confidence: 67%

“…A study conducted by Resches and Perez-Pereira (2007) examined the relationship between capacity for attributing knowledge and beliefs to others and communicative interactions produced by preschool children in a situation of referential communication. The results of this study yielded significant associations between children's ToM and referential communicative efficiency.…”

Section: Introductionmentioning

confidence: 99%

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Examination of the relationship between false-belief understanding and referential communication skills

Maridaki‐Kassotaki

Αντωνοπούλου

2010

Eur J Psychol Educ

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The present study is an attempt to examine the relation between false-belief understanding and referential communication skills. The ability of 76 children aged 5 years to attribute false beliefs to themselves and others was examined with three false-belief tasks. The referential communication skills of the same children were assessed with two tests: (a) the Listening Skills Test ) and (b) the Test of Referential Communication (Lloyd et al. 1995), which were adjusted to Greek reality for this purpose. The results showed that there is a link between false-belief understanding and components of referential communication, namely, ability to identify a pictorial referent based on oral messages, ability to comprehend directions on a map, and ability to detect and resolve ambiguity in oral messages. They also revealed that comprehension of directions and ability to detect ambiguity in messages as listener may be good predictors of false-belief competence. The present findings support and expand previous evidence attesting to a link between false-belief understanding and other aspects of language such as syntax, semantics, and pragmatics.Résumé La présente étude constitue une tentative d'examiner la relation entre la compréhension fausse-croyance et la communication référentielle. La capacité de 76 enfants âgés de cinq ans à attribuer de fausses croyances à eux-mêmes et aux autres a été examinée avec trios tâches de fausse croyance. Les habiletés de communication référentielle de ces mêmes enfants ont été évaluées par deux essais: (a) Par l'écoute des compétences d'essai (Lloyd et al. 2001) et (b) par l'examen de la communication référentielle (Lloyd et al. 1995), qui ont été ajustées à la réalité grecque pour cet effet. Les résultats ont montré qu'il existe un lien entre la compréhension fausse-croyance et de composants de communication référentielle, à savoir, la capacité d'identifier un référent pictural basé sur des messages oraux, la capacité de comprendre les directions sur une carte et la capacité de détecter et de résoudre l'ambiguïté dans les messages oraux. Ils ont aussi révélé que la compréhension du sens et de la capacité de détecter l'ambiguïté dans les Eur J Psychol Educ (2011) 26:75-84 messages comme auditeur peut être de bons prédicteurs de la compétence fausse-croyance. Les résultats présents soutiennent et développent les précédents éléments de preuve en attestant un lien entre la compréhension fausse-croyance et d'autres aspects du langage tels que la syntaxe, la sémantique et la pragmatique.

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Section: Discussioncontrasting

confidence: 89%

Section: Discussionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

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Examination of the relationship between false-belief understanding and referential communication skills

Maridaki‐Kassotaki

Αντωνοπούλου

2010

Eur J Psychol Educ

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“…In contrast, errors based on social conformity, may increase with false belief success because, according to some theorists, theory of mind is a prerequisite for social understanding (Astington, 1993), and it is strongly associated with improvements in social communication (Resches & Perez Pereira, 2007;Welch-Ross, 1997). Social conformity occurs when individuals want to appear to be in agreement with others in order to maintain a smooth social interaction to avoid disapproval, even when the other's perspective is privately acknowledged as false.…”

Section: Developmental Factorsmentioning

confidence: 99%

Children's memory distortions following social contact with a co-witness: Disentangling social and cognitive mechanisms

Bright-Paul

Jarrold

Wright

et al. 2012

Memory

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This study examined whether recalling an event with a co-witness influences children's recall. Individual 3-5-year-olds (n = 48) watched a film with a co-witness. Unbeknown to participants, the co-witness was watching an alternative version of the film. Afterwards both the co-witness and the participant answered questions about the film together (public recall), and the degree to which children conformed to the co-witness's alternative version of events was measured. Subsequently participants were questioned again individually (private recall). Children also completed false belief and inhibitory control tasks. By separating errors made in public and private, the results indicated that both social conformity (32% of errors) and memory distortion (68% of errors) played a role in co-witness influence. Inhibitory control predicted the likelihood of retracting errors in private, but only for children who failed (r = .66) rather than passed false belief tasks (r = -.10). The results suggest that children with a theory of mind conform in the company of the co-witness to avoid social embarrassment, while those a poor theory of mind conform on the basis of an inability to inhibit the co-witness's response. The findings contribute to our understanding of the motivations responsible for co-witness conformity across early childhood.

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“…La tarea comunicativa que se ha empleado es la comunicativo referencial, en esta tarea se propone que una persona, en el rol de emisor, elabore un mensaje que describa las características de una serie de objetos referentes. Dicho mensaje debe posibilitar que un interlocutor, en el rol de receptor, identifique correctamente dichos objetos (Dickson, 1981;Resches y Pérez-Pereira, 2007). En estas tareas se documenta que la capacidad de elaborar mensajes no ambiguos por parte del emisor (esfera comunicativa pública) está relacionada con la emergencia de elementos de autorregulación de la tarea comunicativa o habla privada (esfera privada).…”

Section: Introductionunclassified

Habla Privada en Los Mensajes De Niñas Y Niños Bilingües Y Monolingües

Martínez

Calbet

Santacana

2014

RLA

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This research examines the possible links between the presence of reflection markers and children's bilingual and monolingual communicative performance while carrying out a referential task. Reflection markers are conceptualized in a Vygotskian manner as private speech, and they are operationalized by the notion of informative fragmentation. A longitudinal study was conducted with 24 pairs of girls and boys, aged four to six years, using observational methodology. The results show some divergence and similarities in the use of private speech as a function of linguistic group. At age six, the bilingual group performing the test in their mother tongue (moderate bilingual) presents more private speech, whereas the bilingual group that does not perform the test in their mother tongue (total bilingual) displays lower frequency of private speech. Messages of better quality were observed in the moderate bilingual and monolingual groups, and poorer quality in the total bilingual group. Among the similarities is the fact that the difficulty of the referent promotes the emergence of private speech in all the linguistic groups. In synthesis, if the task exceeds children's competence, the reflexive process is impaired, but this process can be regained as soon as a favorable situation is created in terms of communicative and cognitive control. It is concluded that private speech plays a relevant role in bilingual communicative development, an aspect that seems useful to explore.

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Referential communication abilities and Theory of Mind development in preschool children

Cited by 47 publications

References 45 publications

Examination of the relationship between false-belief understanding and referential communication skills

Examination of the relationship between false-belief understanding and referential communication skills

Children's memory distortions following social contact with a co-witness: Disentangling social and cognitive mechanisms

Habla Privada en Los Mensajes De Niñas Y Niños Bilingües Y Monolingües

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