How children’s social tendencies can shape their theory of mind development: Access and attention to social information

IF 5.7 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Developmental Review Pub Date : 2021-09-01 DOI:10.1016/j.dr.2021.100977
Jonathan D. Lane , Lindsay C. Bowman
{"title":"How children’s social tendencies can shape their theory of mind development: Access and attention to social information","authors":"Jonathan D. Lane ,&nbsp;Lindsay C. Bowman","doi":"10.1016/j.dr.2021.100977","DOIUrl":null,"url":null,"abstract":"<div><p>A wealth of research and theorizing has been dedicated to the idea that children’s theory of mind (ToM) development is contingent upon qualities of their social contexts (e.g., parents’ mental-state language use, the presence of siblings). We highlight the importance of considering the child as an active observer and participant in these social contexts, and thus an agent in their own ToM development. Drawing on research and theory that emphasizes the child’s active role in ToM development, we identify child-level social factors that may be critical in explaining individual differences in this development. Specifically, we focus on variability in children’s ‘social tendencies’—how they attend to social contexts, and how they interact within and shape those contexts. These tendencies may influence the social information that children garner from social contexts—information that they use to construct a ToM. We review and integrate a growing body of research that has established empirical links between individual differences in children’s ToM and their social tendencies—specifically, factors such as their social attentiveness, shyness, anxious-withdrawal, and aggressiveness. Taken together, these findings inform continued debates on whether and how social contexts and children’s participation in those contexts influence children’s ToM, particularly with regard to how children construct their ToM. We conclude with suggestions for continued research on these topics.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7000,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100977","citationCount":"10","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Review","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0273229721000320","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 10

Abstract

A wealth of research and theorizing has been dedicated to the idea that children’s theory of mind (ToM) development is contingent upon qualities of their social contexts (e.g., parents’ mental-state language use, the presence of siblings). We highlight the importance of considering the child as an active observer and participant in these social contexts, and thus an agent in their own ToM development. Drawing on research and theory that emphasizes the child’s active role in ToM development, we identify child-level social factors that may be critical in explaining individual differences in this development. Specifically, we focus on variability in children’s ‘social tendencies’—how they attend to social contexts, and how they interact within and shape those contexts. These tendencies may influence the social information that children garner from social contexts—information that they use to construct a ToM. We review and integrate a growing body of research that has established empirical links between individual differences in children’s ToM and their social tendencies—specifically, factors such as their social attentiveness, shyness, anxious-withdrawal, and aggressiveness. Taken together, these findings inform continued debates on whether and how social contexts and children’s participation in those contexts influence children’s ToM, particularly with regard to how children construct their ToM. We conclude with suggestions for continued research on these topics.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
儿童的社会倾向如何影响他们的心理发展理论:对社会信息的获取和注意
大量的研究和理论都致力于儿童心理理论(ToM)的发展取决于他们的社会环境的质量(例如,父母的心理状态语言使用,兄弟姐妹的存在)。我们强调将儿童视为这些社会环境中积极的观察者和参与者的重要性,因此是他们自己的ToM发展的代理人。根据强调儿童在ToM发展中的积极作用的研究和理论,我们确定了儿童层面的社会因素,这些因素可能是解释这种发展中的个体差异的关键。具体来说,我们关注的是儿童“社会倾向”的可变性——他们如何关注社会环境,以及他们如何在这些环境中互动和塑造这些环境。这些倾向可能会影响儿童从社会环境中获得的社会信息——他们用来构建ToM的信息。我们回顾并整合了越来越多的研究,这些研究已经建立了儿童ToM的个体差异与他们的社会倾向之间的经验联系,特别是他们的社会注意力、害羞、焦虑退缩和攻击性等因素。综上所述,这些发现为关于社会环境和儿童在这些环境中的参与是否以及如何影响儿童的认知能力,特别是儿童如何构建他们的认知能力的持续辩论提供了信息。最后,我们提出了对这些主题继续研究的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Developmental Review
Developmental Review PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.00
自引率
3.00%
发文量
27
审稿时长
51 days
期刊介绍: Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.
期刊最新文献
Learning to live in the spatial world: Experience-expectant and experience-dependent input Executive functions and social cognition from early childhood to pre-adolescence: A systematic review Judith Rich Harris and child development: 25 years after The Nurture Assumption Chronicle of deceit: Navigating the developmental cognitive landscape from childhood fabrications to prolific adulthood artistry Varieties of Number-Line Estimation: Systematic Review, Models, and Data
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1