Chapter

Conversation, Pretense, and Theory of Mind

Paul L Harris

in Why Language Matters for Theory of Mind

Published in print April 2005 | ISBN: 9780195159912
Published online March 2012 | e-ISBN: 9780199847150 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195159912.003.0004
Conversation, Pretense, and Theory of Mind

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This chapter emphasizes the importance of communicative exchanges in fostering children's understanding of mind. It explores ways in which children's participation in communicative exchanges mediates the development of a theory of mind. Various aspects of the mother's input are likely to co-vary, including the frequency of use of mental terms, the frequency of use of sentential complements, and the pragmatic intent to introduce varying points of view into the conversation. It is the mother's pragmatic intent that is the effective source of variation in promoting theory-of-mind development. In support of this suggestion, the chapter cites two training studies, both of which indicate that conversation that emphasizes different points of view on one and the same object or event, without using mental terms or sentential complements, is sufficient to generate an improvement in children's performance on theory-of-mind tasks. The chapter also discusses the significance of pretend play in theory-of-mind development—in particular, the finding that role-taking abilities are related to children's performance on theory-of-mind tasks.

Keywords: communicative exchanges; children; theory of mind; mother; mental terms; conversation; sentential complements; pretend play; theory-of-mind tasks; role-taking

Chapter.  6016 words. 

Subjects: Cognitive Psychology

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