Theory of mind concepts in children's literature

Kimberly Wright Cassidy; Lorraine V. Ball; Mary T. Rourke; Rebecca Stetson Werner; Norah Feeny; June Y. Chu; Donna J. Lutz; Alexis Perkins

doi:10.1017/s0142716400010274

Theory of mind concepts in children's literature

Kimberly Wright Cassidy, Lorraine V. Ball, Mary T. Rourke, Rebecca Stetson Werner, Norah Feeny, June Y. Chu, Donna J. Lutz, Alexis Perkins

Research output: Contribution to journal › Article › peer-review

41 Scopus citations

Abstract

This study examined whether books that are typically read to preschool children contain theory of mind concepts. The parents of 47 preschool children recorded books read by or to their child over a one-week period. The books were analyzed for theory of mind content. It was found that 78% of the books contained internal state language, 34% contained false beliefs, and 43% contained personality descriptors. Thus, theory of mind concepts appear to be an integral part of the literature read to preschool children. These results are discussed in light of recent work on individual differences in theory of mind development.

Original language	English (US)
Pages (from-to)	463-470
Number of pages	8
Journal	Applied Psycholinguistics
Volume	19
Issue number	3
DOIs	https://doi.org/10.1017/s0142716400010274
State	Published - Sep 1998
Externally published	Yes

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Language and Linguistics
Linguistics and Language
General Psychology

Access to Document

10.1017/s0142716400010274

Cite this

@article{9fb446a865554c53b541bd8b30601b10,

title = "Theory of mind concepts in children's literature",

abstract = "This study examined whether books that are typically read to preschool children contain theory of mind concepts. The parents of 47 preschool children recorded books read by or to their child over a one-week period. The books were analyzed for theory of mind content. It was found that 78% of the books contained internal state language, 34% contained false beliefs, and 43% contained personality descriptors. Thus, theory of mind concepts appear to be an integral part of the literature read to preschool children. These results are discussed in light of recent work on individual differences in theory of mind development.",

author = "Cassidy, {Kimberly Wright} and Ball, {Lorraine V.} and Rourke, {Mary T.} and Werner, {Rebecca Stetson} and Norah Feeny and Chu, {June Y.} and Lutz, {Donna J.} and Alexis Perkins",

year = "1998",

month = sep,

doi = "10.1017/s0142716400010274",

language = "English (US)",

volume = "19",

pages = "463--470",

journal = "Applied Psycholinguistics",

issn = "0142-7164",

publisher = "Cambridge University Press",

number = "3",

}

TY - JOUR

T1 - Theory of mind concepts in children's literature

AU - Cassidy, Kimberly Wright

AU - Ball, Lorraine V.

AU - Rourke, Mary T.

AU - Werner, Rebecca Stetson

AU - Feeny, Norah

AU - Chu, June Y.

AU - Lutz, Donna J.

AU - Perkins, Alexis

PY - 1998/9

Y1 - 1998/9

N2 - This study examined whether books that are typically read to preschool children contain theory of mind concepts. The parents of 47 preschool children recorded books read by or to their child over a one-week period. The books were analyzed for theory of mind content. It was found that 78% of the books contained internal state language, 34% contained false beliefs, and 43% contained personality descriptors. Thus, theory of mind concepts appear to be an integral part of the literature read to preschool children. These results are discussed in light of recent work on individual differences in theory of mind development.

AB - This study examined whether books that are typically read to preschool children contain theory of mind concepts. The parents of 47 preschool children recorded books read by or to their child over a one-week period. The books were analyzed for theory of mind content. It was found that 78% of the books contained internal state language, 34% contained false beliefs, and 43% contained personality descriptors. Thus, theory of mind concepts appear to be an integral part of the literature read to preschool children. These results are discussed in light of recent work on individual differences in theory of mind development.

UR - http://www.scopus.com/inward/record.url?scp=0032356797&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0032356797&partnerID=8YFLogxK

U2 - 10.1017/s0142716400010274

DO - 10.1017/s0142716400010274

M3 - Article

AN - SCOPUS:0032356797

SN - 0142-7164

VL - 19

SP - 463

EP - 470

JO - Applied Psycholinguistics

JF - Applied Psycholinguistics

IS - 3

ER -

Theory of mind concepts in children's literature

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this