Entering a Community of Minds: An Experiential Approach to ‘Theory of Mind’
Entering a community of minds is conceptualized as a theoretical framework for understanding social cognitive development during the preschool years. This framework incorporates an experiential and social-pragmatic view of cognitive development. How language functions to advance the development of c...
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| Veröffentlicht in: | Human development 2003-01, Vol.46 (1), p.24-46 |
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| container_title | Human development |
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| creator | Nelson, Katherine Skwerer, Daniela Plesa Goldman, Sylvie Henseler, Sarah Presler, Nechama Walkenfeld, Faye Fried |
| description | Entering a community of minds is conceptualized as a theoretical framework for understanding social cognitive development during the preschool years. This framework incorporates an experiential and social-pragmatic view of cognitive development. How language functions to advance the development of children’s understanding of the social world is a central issue within this framework. Two studies of 3- and 4-year-old children solving theory-of-mind-like problems and engaging in discourse about their responses are discussed in terms of the community of minds proposal, in particular that changes in their understanding of mental states reflect participation in discourse about social interactions within pragmatic contexts. |
| doi_str_mv | 10.1159/000067779 |
| format | Article |
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| ispartof | Human development, 2003-01, Vol.46 (1), p.24-46 |
| issn | 0018-716X 1423-0054 |
| language | eng |
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| source | Jstor Complete Legacy; Karger Journals |
| subjects | Area studies Child development Cognition Cognition & reasoning Cognitive Development Conceptualization Discourse Elementary school students Human development Language Mind Original Paper Preschool children Progress Social interaction Theory of Mind Young Children |
| title | Entering a Community of Minds: An Experiential Approach to ‘Theory of Mind’ |
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