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100   $a20040716d2005      uy             0
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181   $ctxt
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200 00$aWhy language matters for theory of mind$b[electronic resource] /$fedited by Janet Wilde Astington, Jodie A. Baird
210   $aOxford ;$aNew York $cOxford University Press$dc2005
215   $a1 online resource (368 p.)
300   $aDescription based upon print version of record.
311   $a0-19-515991-8 
311   $a0-19-984715-0 
320   $aIncludes bibliographical references and indexes.
327   $aContents; Contributors; 1. Introduction: Why Language Matters; 2. Language Pathways into the Community of Minds; 3. Communication, Relationships, and Individual Differences in Children's Understanding of Mind; 4. Conversation, Pretense, and Theory of Mind; 5. Talking about ""New"" Information: The Given/New Distinction and Children's Developing Theory of Mind; 6. The Developmental Origins of Meaning for Mental Terms; 7. Language Promotes Structural Alignment in the Acquisition of Mentalistic Concepts; 8. Language and the Development of Cognitive Flexibility: Implications for Theory of Mind
327   $a9. Representational Development and False-Belief Understanding10. Can Language Acquisition Give Children a Point of View?; 11. What Does ""That"" Have to Do with Point of View? Conflicting Desires and ""Want"" in German; 12. Linguistic Communication and Social Understanding; 13. The Role of Language in Theory-of-Mind Development: What Deaf Children Tell Us; 14. How Language Facilitates the Acquisition of False-Belief Understanding in Children with Autism; 15. Genetic and Environmental Influences on Individual Differences in Language and Theory of Mind: Common or Distinct?; Author Index; A; B
327   $aCD; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W
330   $a""Theory of mind"" is the phrase researchers use to refer to children's understanding of people as mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states. The gradual development of children's theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children's linguistic abilities 
606   $aPhilosophy of mind in children$vCongresses
606   $aChildren$xLanguage$vCongresses
615  0$aPhilosophy of mind in children
615  0$aChildren$xLanguage
676   $a155.4/13
701   $aAstington$b Janet W$01543093
701   $aBaird$b Jodie A$g(Jodie Alison),$f1973-$01543094
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