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A longitudinal investigation of the relationship between symbolic gesture, maternal mind-mindedness and theory of mind. / Kirk, Elizabeth; Pine, Karen; Wheatley, Lisa; Howlett, Neil; Schulz, Joerg; Fletcher, Ben.

In: British Journal of Developmental Psychology, Vol. 33, No. 4, 10.10.2015, p. 434-445.

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@article{547895bd074b48709498b4c352b29eab,
title = "A longitudinal investigation of the relationship between symbolic gesture, maternal mind-mindedness and theory of mind.",
abstract = "Follow-up data are presented from a longitudinal investigation of the effects of encouraging symbolic gesture in mother-infant dyads. Infants had been randomly allocated to either gesture training or control conditions at 8 months and routinely assessed until 20 months (Kirk et al., 2013). We followed-up these children (aged five) and tested whether mind-mindedness during infancy would predict children’s higher order Theory of Mind (ToM, measured using the Strange Stories task, Happ{\'e}, 1997) and whether gesture training boosted this ability to attribute mental states to others. Children’s ToM was significantly predicted by mothers’ appropriate mind-related comments when infants were 10, 12 and 20 months of age. Encouraging gesture in infancy did not result in observable differences in ToM.",
author = "Elizabeth Kirk and Karen Pine and Lisa Wheatley and Neil Howlett and Joerg Schulz and Ben Fletcher",
note = "This is the peer-reviewed version of the following article: E. Kirk, et al., “A longitudinal investigation of the relationship between maternal mind-mindedness and theory of mind”, British Journal of Developmental Psychology, Vol. 33(4): 434-445, October 2015, which has been published in final form at https://doi.org/10.1111/bjdp.12104. This This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.",
year = "2015",
month = "10",
day = "10",
doi = "10.1111/bjdp.12104",
language = "English",
volume = "33",
pages = "434--445",
journal = "British Journal of Developmental Psychology",
issn = "0261-510X",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - A longitudinal investigation of the relationship between symbolic gesture, maternal mind-mindedness and theory of mind.

AU - Kirk, Elizabeth

AU - Pine, Karen

AU - Wheatley, Lisa

AU - Howlett, Neil

AU - Schulz, Joerg

AU - Fletcher, Ben

N1 - This is the peer-reviewed version of the following article: E. Kirk, et al., “A longitudinal investigation of the relationship between maternal mind-mindedness and theory of mind”, British Journal of Developmental Psychology, Vol. 33(4): 434-445, October 2015, which has been published in final form at https://doi.org/10.1111/bjdp.12104. This This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

PY - 2015/10/10

Y1 - 2015/10/10

N2 - Follow-up data are presented from a longitudinal investigation of the effects of encouraging symbolic gesture in mother-infant dyads. Infants had been randomly allocated to either gesture training or control conditions at 8 months and routinely assessed until 20 months (Kirk et al., 2013). We followed-up these children (aged five) and tested whether mind-mindedness during infancy would predict children’s higher order Theory of Mind (ToM, measured using the Strange Stories task, Happé, 1997) and whether gesture training boosted this ability to attribute mental states to others. Children’s ToM was significantly predicted by mothers’ appropriate mind-related comments when infants were 10, 12 and 20 months of age. Encouraging gesture in infancy did not result in observable differences in ToM.

AB - Follow-up data are presented from a longitudinal investigation of the effects of encouraging symbolic gesture in mother-infant dyads. Infants had been randomly allocated to either gesture training or control conditions at 8 months and routinely assessed until 20 months (Kirk et al., 2013). We followed-up these children (aged five) and tested whether mind-mindedness during infancy would predict children’s higher order Theory of Mind (ToM, measured using the Strange Stories task, Happé, 1997) and whether gesture training boosted this ability to attribute mental states to others. Children’s ToM was significantly predicted by mothers’ appropriate mind-related comments when infants were 10, 12 and 20 months of age. Encouraging gesture in infancy did not result in observable differences in ToM.

U2 - 10.1111/bjdp.12104

DO - 10.1111/bjdp.12104

M3 - Article

VL - 33

SP - 434

EP - 445

JO - British Journal of Developmental Psychology

T2 - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

SN - 0261-510X

IS - 4

ER -