Scaling theory of mind development in Indigenous- and Anglo-Australian toddlers and older children (Record no. 1223)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01998nab a22002177a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 1969 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20150728084333.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 100412s2014 | 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | O'Reilly, Jessica |
| 9 (RLIN) | 420 |
| 245 10 - TITLE STATEMENT | |
| Title | Scaling theory of mind development in Indigenous- and Anglo-Australian toddlers and older children |
| Statement of responsibility, etc. | Jessica O’Reilly, Candida C. Peterson |
| Medium | [citation] / |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2014. |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | We examined the growth of a theory of mind (ToM) in Indigenous Australian children who spoke Aboriginal English as their first language. We also pioneered the suitability of a five-step developmental scale of ToM understanding for 2-year-old toddlers from Indigenous- and Anglo-Australian cultural backgrounds. A total of 97 children aged 2 to 5 years took (a) a battery of false belief (FB) tests, (b) a developmental ToM Scale, and (c) a standard language ability test. Results showed that, contrary to earlier findings for Piagetian tasks, the Indigenous Australian children were not delayed in ToM understanding. Instead, at age 2, Indigenous toddlers significantly outperformed their Anglo peers and throughout the preschool years they scored just as highly on FB and all ToM Scale steps as Anglo-Australians their age, notwithstanding their statistically significant delays behind Anglo-Australians in standard English language skill (the language of testing). We also found, for the first time, that the five-step ToM Scale was both suitable for, and sensitive to individual differences in, children as young as age 2. These findings add to a growing body of research highlighting the importance of early family and cultural experiences for the growth of social cognition. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Child development |
| 9 (RLIN) | 98 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Child psychology |
| 9 (RLIN) | 421 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Cognition in children |
| 9 (RLIN) | 422 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Peterson, Candida C. |
| 9 (RLIN) | 423 |
| 773 0# - HOST ITEM ENTRY | |
| Title | Journal of Cross-Cultural Psychology |
| Related parts | Vol.45, no. 9 (2014), p. 1489-1501 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
No items available.