Development of social cognition

Slaughter, Virginia (2011). Development of social cognition. In David Skuse, Helen Bruce, Linda Dowdney and David Mrazek (Ed.), Child psychology and psychiatry: Frameworks for practice 2nd ed. (pp. 51-55) Chichester, England, U.K.: John Wiley and Sons. doi:10.1002/9781119993971.ch9


Author Slaughter, Virginia
Title of chapter Development of social cognition
Title of book Child psychology and psychiatry: Frameworks for practice
Place of Publication Chichester, England, U.K.
Publisher John Wiley and Sons
Publication Year 2011
Sub-type Research book chapter (original research)
DOI 10.1002/9781119993971.ch9
Edition 2nd
ISBN 9780470973820
9781119993971
Editor David Skuse
Helen Bruce
Linda Dowdney
David Mrazek
Chapter number 9
Start page 51
End page 55
Total pages 5
Total chapters 46
Collection year 2012
Language eng
Abstract/Summary Theory of mind, or mentalising, refers to our uniquely human capacity to infer what is in other people's minds in order to make sense of what they do and say. Recent research suggests that this skill can be seen as early as the second year of life, in infants' spontaneous helping and communicative behaviours. More sophisticated mentalising skills emerge in the preschool period; these are closely linked both to language development and to children's social competence. Research with typically developing children as well as those with social-communicative disorders suggests that exposure to conversation about feelings, desires and thoughts is likely to promote theory of mind development. [Summary]
Keyword Theory of mind
Mentalising
Mindreading
Infants
Preschool
Social competence
individual differences
Mentalistic conversation
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published Online: 31 MAY 2011

Document type: Book Chapter
Collections: Official 2012 Collection
School of Psychology Publications
 
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Created: Fri, 23 Mar 2012, 18:08:55 EST by Mrs Alison Pike on behalf of School of Psychology