Mind What Teachers Say: Kindergarten Teachers’ Use of Mental State Language During Picture Story Narration

REFERENCES

• Adrián , J. E. , Clemente , R. A. , & Villanueva , L. ( 2007 ). Mothers’ use of cognitive state verbs in picture-book reading and the development of children's understanding of mind: A longitudinal study . Child Development , 78 , 1052 – 1067 .
   PubMed Web of Science ®Google Scholar
• Adrián , J. E. , Clemente , R. A. , Villanueva , L. , & Rieffe , C. ( 2005 ). Parent-child picture book reading, mothers’ mental state language and children's theory of mind . Journal of Child Language , 32 , 673 – 686 .
   PubMed Web of Science ®Google Scholar
• Astington , J. W. , & Pelletier , J. ( 1996 ). The language of mind: Its role in teaching and learning . In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development (pp. 593 – 619 ). Oxford , UK : Blackwell .
   Google Scholar
• Baron-Cohen , S. , Leslie , A. M. , & Frith , U. ( 1986 ). Mechanical, behavioural and intentional understanding of picture stories in autistic children . British Journal of Developmental Psychology , 4 , 113 – 125 .
   Web of Science ®Google Scholar
• Bartsch , K. , & Wellman , H. M. ( 1995 ). Children talk about the mind . New York , NY : Oxford University Press .
   Google Scholar
• Bell , R. ( 1984 ). Language style as audience design . Language in Society , 13 , 145 – 204 .
   Web of Science ®Google Scholar
• Brennan , S. E. , & Clark , H. H. ( 1996 ). Conceptual pacts and lexical choice in conversation . Journal of Experimental Psychology: Learning, Memory and Cognition , 22 , 1482 – 1493 .
   PubMed Web of Science ®Google Scholar
• Bruner , J. ( 1986 ). Actual minds, possible worlds . Cambridge , MA : Harvard University Press .
   Google Scholar
• Clark , H. H. , & Krych , M. A. ( 2004 ). Speaking while monitoring addressees for understanding . Journal of Memory and Language , 50 ( 1 ), 62 – 81 .
   Web of Science ®Google Scholar
• Dennett , D. C. ( 1987 ). The intentional stance . Cambridge , MA : MIT Press .
   Google Scholar
• Dunn , J. , Bretherton , I. , & Munn , P. ( 1987 ). Conversations about feeling states between mothers and their young children . Developmental Psychology , 23 , 132 – 139 .
   Web of Science ®Google Scholar
• Dunn , J. , Brown , J. , Slomkowski , C. , Tesla , C. , & Youngblade , L. ( 1991 ). Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents . Child Development , 62 , 1352 – 1366 .
   PubMed Web of Science ®Google Scholar
• Dyer , J. R. , Shatz , M. , & Wellman , H. ( 2000 ). Young children's storybooks as a source of mental state information . Cognitive Development , 15 , 17 – 37 .
   Web of Science ®Google Scholar
• Ferreira , V. S. , Slevc , L. R. , & Rogers , E. S. (2005). How do speakers avoid ambiguous linguistic expressions? Cognition , 96(3), 263–284.
   PubMed Web of Science ®Google Scholar
• Frampton , K. L. , Perlman , M. , & Jenkins , J. M. ( 2009 ). Caregivers’ use of metacognitive language in child care centers: Prevalence and predictors . Early Childhood Research Quarterly , 24 ( 3 ), 248 – 262 .
   Web of Science ®Google Scholar
• Jenkins , J. M. , Turrell , S. L. , Kogushi , Y. , Lollis , S. , & Ross , H. S. ( 2003 ). A longitudinal investigation of the dynamics of mental state talk in families . Child Development , 74 , 905 – 920 .
   PubMed Web of Science ®Google Scholar
• Kontos , S. ( 1999 ). Preschool teachers’ talk, roles, and activity settings during free play . Early Childhood Research Quarterly , 14 , 363 – 382 .
   Web of Science ®Google Scholar
• Kontos , S. , & Wilcox-Herzog , A. ( 1997 ). Influences on children's competence in early childhood classrooms . Early Childhood Research Quarterly , 12 , 247 – 262 .
   Web of Science ®Google Scholar
• Kuebli , J. , & Fivush , R. ( 1992 ). Gender differences in parent-child conversations about past emotions . Sex Roles , 27 , 683 – 698 .
   Web of Science ®Google Scholar
• Le Sourn-Bissaoui , S. , & Deleau , M. ( 2001 ). Discours maternel et comprehension des etats mentaux emotionnels et cognitifs a 3 ans [Maternal discourse and understanding of cognitive and emotional mental states by 3 year-old children] . Enfance , 53 , 329 – 348 .
   Google Scholar
• Meins , E. ( 1997 ). Security of attachment and the social development of cognition . Hove , UK : Erlbaum .
   Google Scholar
• Meins , E. , Fernyhough , C. , Russell , J. , & Clark-Carter , D. ( 1998 ). Security of attachment as a predictor of symbolic and mentalising abilities: A longitudinal study . Social Development , 7 , 1 – 24 .
   Web of Science ®Google Scholar
• Meins , E. , Fernyhough , C. , Wainwright , R. , Das Gupta , M. , Fradley , E. , & Tuckey , M. ( 2002 ). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding . Child Development , 73 , 1715 – 1726 .
   PubMed Web of Science ®Google Scholar
• Miller , P. J. ( 1994 ). Narrative practices: Their role in socialization and self-construction . In U. Neisser & R. Fivush (Eds.), The remembering self: Construction and accuracy in the self-narrative (pp. 158 – 179 ). New York , NY : Cambridge University Press .
   Google Scholar
• Misailidi , P. ( 2010 ). Children's metacognition and theory of mind: Bridging the gap . In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 279 – 293 ). New York , NY : Springer .
   Google Scholar
• Olson , D. , & Astington , J. ( 1993 ). Thinking about thinking: Learning how to take statements and hold beliefs . Educational Psychologist , 28 ( 1 ), 7 – 23 .
   Web of Science ®Google Scholar
• Pelletier , J. P. ( 1994 ). Children's understanding of school and teachers’ beliefs and practices in French immersion and regular English language (Unpublished doctoral dissertation). University of Toronto, Toronto, Ontario, Canada.
   Google Scholar
• Pelletier , J. , & Astington , J. W. ( 2004 ). Action, consciousness and theory of mind: Children's ability to coordinate story characters’ actions and thoughts . Early Education & Development , 15 , 5 – 22 .
   Google Scholar
• Peskin , J. , & Astington , J. W. ( 2004 ). The effects of adding metacognitive language to story texts . Cognitive Development , 19 , 253 – 273 .
   Web of Science ®Google Scholar
• Ruffman , T. , Slade , L. , & Crowe , E. ( 2002 ). The relation between child and mothers’ mental state language and theory-of-mind understanding . Child Development , 73 , 734 – 751 .
   PubMed Web of Science ®Google Scholar
• Sabbagh , M. , & Callanan , M. ( 1998 ). Metarepresentation in action: 3-, 4-, and 5-year-olds’ developing theories of mind in parent–child conversations . Developmental Psychology , 34 , 491 – 502 .
   PubMed Web of Science ®Google Scholar
• Snedecor , G. W. , & Cochran , W. G. ( 1967 ). Statistical methods . Ames , IA : Iowa State University Press .
   Google Scholar
• Symons , D. K. , Peterson , C. C. , Slaughter , V. , Roche , J. , & Doyle , E. ( 2005 ). Theory of mind and mental state discourse during book reading and story-telling tasks . British Journal of Developmental Psychology , 23 , 81 – 102 .
   Web of Science ®Google Scholar
• Taumoepeau , M. , & Ruffman , T. ( 2006 ). Mother and infant talk about mental states relates to desire language and emotion understanding . Child Development , 77 , 465 – 481 .
   PubMed Web of Science ®Google Scholar
• Van Der Wege , M. M. ( 2009 ). Lexical entrainment and lexical differentiation in reference phrase choice . Journal of Memory and Language , 60 , 448 – 463 .
   Web of Science ®Google Scholar