ISSN : 1229-0718
This study examined whether earlier language abilities could predict the performance of false belief at a later time. Fifty-five children participated in the study, whose ages ranged from 3;2 to 3;11(M=3;7) at the beginning of the study. The children were tested 3 times at intervals of six-months. The three kinds of language tasks were used to measure the complement understanding; the infinitival complement of the mental verb‘want’the sentential complement of the mental verb‘think’and the communication verb‘say’. Receptive vocabularies were also measured. The false belief tasks included non-verbal false belief tasks, unexpected location tasks, and unexpected content tasks. The results of hierarchical regression analyses suggested that earlier language abilities, especially the understanding of the sentential complement, can predict the performance in the false belief tasks.
김영태, (1995) 그림어휘력 검사, 서울 장애인 종합 복지관
김혜리, (1997) 아동의 마음에 대한 이해발달:틀린 믿음에 대한 이해로 살펴 본 마음의 발달, 한국심리학회지:발달
이현진, (2003) 마음이론과 언어에 대한 아동의 이해의 고찰:단원성을 중심으로, 한국심리학회:발달
Astington, J. W., (1999) A longitudinal study of the relation between language and theory-of-mind development, Developmental Psychology
Bartsch, K., (1995) Children talk about the mind, Oxford University Press
Cheung,H., (2006) False belief and language comprehension in Cantonese-speaking children, Journal of Experimental Child Psychology
Cheung, H., (2004) Relative roles of general and complementation language in theory-of mind development: evidence from Cantonese and English, Child Development
Dennett,D., (1978) Belief about belie, Behavioral and Brain Science
de Villiers,J.G., (2007) The interface of language and Theory of Mind, Lingua
de Villiers,J.G., (2005) Can language acquisition give children a point of view in : Why Language Matters for Theory of Mind, Oxford University Press
de Villiers,J.G., (2000) Language and theory of mind: what are the developmental relationship in : Understanding other minds: perspectives from, developmental cognitive neurosciences, Oxford University Press
de Villiers,J.G., (1995) Steps in the mastery of sentence complements. Paper presented at the biennial meeting of the SRCD, Indianapolis, IN,
de Villiers,P., (2005) The role of language in theory-of-mind development: what deaf children tell us in : Why Language Matters for Theory of Mind, Oxford University Press
de Villiers, J. G., (2002) Complements to cognition: a longitudinal study of the relationship between complex syntax and false-belief-understanding, Cognitive Development
de Villiers, P. A., (2003) The role of language in Theory of Mind development in language impaired children: Complementing theories in : Proceedings of the 27th annual Boston University Language Development Conference , Cascadilla Press
Farrar, M. J., (2002) Early language development and the emergence of a theory of mind, First language
Farrar, M. J., (2005) Language and theory of mind in children with Specific Language Impairment. Poster presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA,
Hale, C. M., (2003) The influence of language on theory of mind: a training study, Science
Jenkins, J. M., (1996) Cognitive factors and family structure associated with theory of mind development in young children, Developmental Psychology
Lee, H., (2007) Early Conversation about desire and belief in Korean children. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA,
Lohmann, H., (2003) The role of language in the development of false-belief understanding: a training study, Child Development
Milligan, K., (2007) Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding, Child Development
Perner,J., (1991) Understanding the representational mind, MIT Press
Perner, J., (1987) Three-year-old's difficulty with false belief: the case for a conceptual deficit, British Journal of Developmental Psychology
Perner, J., (2003) Want that is understood well before say that, think that, and false belief: a test of de Villiers's linguistic determinism on German-speaking children, Child Development
Perner, J., (2005) What does "that" have to do with point of view? Conflicting desires and 'want' in German in : Why Language Matters for Theory of Mind, Oxford University Press
Premack, D., (1978) Does the chimpanzee have a theory of mind, Behavioral and Brain Science
Ruffman, T., (2003) How language relates to belief, desire, and emotion understanding, Cognitive Development
Slade, L., (2005) How language does (and does not) relate to theory of mind: a longitudinal study of syntax, semantics, working memory and false belief, British Journal of Developmental Psychology
Tager-Flusberg, H., (2005) How language facilitates the acquisition of false-belief understanding in children with autism in : Why Language Matters for Theory of Mind, Oxford University Press
Tardiff, T., (2000) Acquisition of mental state language in Mandarin- and Cantonese-speaking children, Developmental Psychology
Watson, A. C., (2001) Longitudinal relations between 2-year-olds' language and 4-year-olds' theory of mind, Journal of Cognition and Development
Wellman,H.M., (1990) The child's theory of mind, Bradford Books
Wellman, H. M., (2001) Meta-analysis of theory of mind development: the truth about false belief, Child Development
Wimmer, H., (1983) Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception, Cognition