Why Language Matters for Theory of Mind [Hardcover]

Janet Wilde Astington (Editor), Jodie A. Baird (Editor)

Book Description

ISBN-10: 0195159918 | ISBN-13: 978-0195159912 | Publication Date: March 24, 2005 | Edition: 1

"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 and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology.

Editorial Reviews

Review

"...very interesting reading."--PsycCRITIQUES

"...this book offers all the inspiration and a good deal of the background necessary for child language researchers to start contributing to ToM-language debate."--Child Language

About the Author

Janet Wilde Astington is in the Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto. Jodie A. Baird in in the Department of Psychology, Villanova University.

Product Details

• Hardcover: 368 pages
• Publisher: Oxford University Press, USA; 1 edition (March 24, 2005)
• Language: English
• ISBN-10: 0195159918
• ISBN-13: 978-0195159912
• Product Dimensions: 9.2 x 6.1 x 0.9 inches
• Shipping Weight: 1.3 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #1,085,714 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

3 of 3 people found the following review helpful:

5.0 out of 5 stars Highly relevant and full of implications, November 26, 2006

By 

Concerned Parent - See all my reviews

This review is from: Why Language Matters for Theory of Mind (Hardcover)

Speaking as someone with both a Masters in Linguistics and a child on the Autism spectrum who will likely not develop Theory of Mind without assistance, I found answers to many questions I wanted answered.

It was most enlightening to see the predictor of TOM in kids on the spectrum, as well as studies from deaf people which supported the notion that language (especially for spectrum kids) plays a crucial roles.

It's especially interesting to me that the consultant/agency I used for my child's early intervention program considered my son all-caught-up in his language skills while he still had not mastered what research in this book considers the prerequisite to TOM. As such, this book provided a new direction for us.

While, in fact, early intervention programs do make use of the structures shown to be critical in the research in this book, I feel that the comprehensive view of how TOM is acquired that this book presents may shed new light and illuminate a better path towards helping TOM acquisition in children where it does not necessarily occur naturally (though this book does show how/when it does in that group of children).

While it is easy for me as an educator to see what should be done based on the research, this is not a how-to for parents. I would suggest that all people who intend to work with children on the Autism/Aspergers spectrum be required to fully understand and discuss the implications of the findings.

I would also suggest that all agencies/early intervention programs re-evaluate and justify their "not modeling" the type of language that the research in this work suggests. The owner of one such agency suggested to me that "we don't want kids sounding like they have Theory of Mind if, it turns out, they don't" (because it makes the job of evaluating whether they do or not -- and whether or not intervention should continue -- more difficult). The research in this book, though, suggests that acquisition of TOM is made possible through understanding and use of specific linguistic elements which modeling helps to be acquired. Clearly the field needs to look at this research carefully and debate what the implications are.