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

Elizabeth Kirk; Karen Pine; Lisa Wheatley; Neil Howlett; Joerg Schulz; Ben Fletcher

doi:10.1111/bjdp.12104

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

Elizabeth Kirk, Karen Pine, Lisa Wheatley, Neil Howlett, Joerg Schulz, Ben Fletcher

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33 Citations (Scopus)

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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, 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.

Original language	English
Pages (from-to)	434-445
Number of pages	12
Journal	British Journal of Developmental Psychology
Volume	33
Issue number	4
Early online date	27 Jul 2015
DOIs	https://doi.org/10.1111/bjdp.12104
Publication status	Published - 10 Oct 2015

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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{\textquoteright}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{\textquoteright}s ToM was significantly predicted by mothers{\textquoteright} 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. ",

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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.

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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.

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

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