Browse > Article

Children's theory of Mind in Making Stories  

송영주 (계명대학교 교육대학원)
Publication Information
Journal of the Korean Home Economics Association / v.41, no.1, 2003 , pp. 27-38 More about this Journal
Abstract
The purpose of this study was to investigate how the children show their theory of mind in making stories. Eleven children of age 6, twelve children of age 9, and eleven undergraduates made their stories using the picture book “Frog, where are you?”. All of the stories were audiotaped, parsed with clauses, and were coded into mental & para-mental categories. Results showed that the children used less mind-related terms, like belief, intent, desire, and emotion, than the adults did. And the children talked primarily about the characters' intent of the mind, whereas the adults expressed other mental processes. But there were no differences between age 6 and age 9, in expressing the theory of mind.
Keywords
theory of mind; mental state term;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Flavell, J. H. (1988). The development of children's knowledge about the mind: from cognitive connections to mental representation. In Astington, J. W., Harris, P. L., & Olson, D. R(Eds.), Developing theories of mind. Cambridge Univ, Press.
2 Gardner, D., Harris, P. L., Ohmoto, M., & Hamazaki, T. (1988). Japanese children's understanding of the distinction between real and apparent emotion. International Journal of Behavioral Development, 11, 203-218   DOI
3 Mayer, M. (1969). Frog, where are you? New York: Dial Press
4 Perner, J. (1991). Understanding the representational mind. Cambridge, MA: The MITPress
5 Trabasso, T., & Nickels, M. (1992). The development of goal plans of action in the narration of a picture story. Discourse Processes
6 Wellman, H. M., & Gelman, S. A. (1992). Cognitive development: Foundational theories of core domains. In M. R. Rosenzweig & L. W. Porter (Eds.), Annual Review of Psychology (Vol. 43). Palo Alto. CA: Annual Reviews
7 Eaton, J. H., Collis, G. M., & Lewis, V. A. (1999). Evaluative explanations in children's narratives of video sequence without dialogue. Journal of Child Language, 26, 699-720   DOI
8 Brown, J. R, Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental states? The significance of children's conversations with friends, siblings, and mothers. Child Development, 67, 836-849   DOI   ScienceOn
9 Wood, M. E. (1978). Children's developing understanding of other people's motives for behavior(Brief reports). Developmental Psychology, 14(5), 561-562   DOI
10 Hughes, C., & Dunn, J. (1997). 'Pretend you didn't know': Preschoolers' talk about mental states in pretend play. Cognitive Development, 12, 381-403
11 Kuntay, A., & Nakamura, K. (1993). Evaluative strategies in monologic Japanese and Turkish narratives. Paper presented at the 6th International Congress for the Study of Child Language, 18-24, July 1993. University of Trieste, Italy
12 Tardiff, T., & Wellman, H. M. (2000). Acquisition of mental state language in Mandarin-and Cantonese- speaking children. Developmental Psychology, 36(1), 25-43   DOI   ScienceOn
13 송명자 (1995). 발달심리학. 서울: 학지사
14 Benson, M. S. (1996). Structure, conflict, and psychological causation in the fictional narratives of 4- and S-year olds. Merll-Palmer Quarterly, 42(2), 228-247
15 Poulin-Dubois, D. & Shultz, T. (1988). The development of the understanding of human behavior: From agency to intentionality. In J. W. Astington, P. Harris & D. Olson(Eds.), Developing theories of mind. New York: Cambridge University Press
16 Bamberg, M., & Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Further explorations of children's narrative competencies. Journal of Child Language, 18, 689-710   DOI
17 Lalonde, A. M., & Chandler, M. (1995). False belief understanding goes to school: On the socialemotional consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9, 167-185   DOI
18 Robinson, E. J. (1981). The child's understanding of inadequate messages and communication failure: A problem of ignorance or egocentrism? In W. P. Dickson(Ed.), Children's oral communication skills. New York: Academic Press
19 Feldman, C. F. (1989). Early forms of thoughts about thoughts: Some simple linguistic expressions of mental state. In Astington, J. W., Harris, P. L., & Olson, D. R.(Eds.), Developing theories of mind. Cambridge Univ. Press
20 Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: The MIT Press
21 Bartch, K. & Wellman, H. (1995). Children talk about the mind. New York: Oxford University Press
22 Berman, M., & Slobin, D. (1994). Relating events in narrative: a crosslinguistic developmental study. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Pub
23 Miller, P. H, & Aloise, P. A. (1989). Young children's understanding of the psychological causes of behavior: a review. Child Development, 60, 275-285
24 Bartsch, K., & London, K. (2000). Children's use of mental state information in selectingpersuasive arguments. Developmental Psychology, 36(3), 352-365   DOI   ScienceOn
25 Wellman, H. M., & Estes, D. (1986). Early understanding of mental entities: a reexamination of childhood realism. Child Development, 57, 910-923   DOI   ScienceOn