ISSN : 1229-0718
This research examines relationship between the joint attention attention during infancy and understanding of other person's mind at early childhood. Sixty-one children participated at 9, 12, 15, 18 months of age and at the age four. The amount of joint attention was measured using the attention state coding scheme developed by Adamson, Bakeman, Russel & Deckner(1998) and children's ability to understand other person's mind was measured using theory of mind scale devised by Liu and Wellman (2004). Our results reveal that proportional amount of joint attention during infancy was significantly related to their later theory of mind. In addition, this longitudinal association was still significant after children's verbal comprehension score was controlled.
김영태, 장혜성, 임선숙, 백현정 (1995). 그림 어휘력 검사. 서울장애인종합복지관.
박영신, 박난희, 김효정 (2009). 영아들의 함께 주의하기와 어휘발달. 한국심리학회지: 발달, 18(1), 137-154.
정윤경, 곽금주 (2005). 영아기 공동 주의 발달에 대한 단기 종단 연구: 어머니와 자유 놀이에서의 주의 상태와 가리키기 행동을 중심으로. 한국심리학회지: 발달, 18(1), 137-154.
정윤경, 곽금주, 성현란, 심희옥, 장유경 (2005). 영아의 타인의 주의적 관계에 대한 이해와 협응적 공동 주의와의 관계: 선별적 응시 모방 과제를 중심으로. 한국심리학회지: 발달, 18(3), 165-180.
Adamson, L. B., Bakeman, R., Russel, C. L., & Deckner, D. F. (1998). Coding Symbol-Infused Engagement States, Technical Repart, 9.
Angold, A., & Hay, D. F. (1993). Precusors and causes in development and psychopathology: an afterword. In D. F. Hay & A. Angold (Eds.), Precursors and causes in development and psychopathology (pp. 293-312). London: Wiley.
Aschersleben, G., Hofer, T., & Jovanovic, B. (2008). The link between infant attention to goal-directed action and later theory of mind abilities. Developmental science, 11(6), 862-868.
Astington, J. W., & Jenkins, J. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9, 151-165.
Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction, Child Development, 55(4), 1278-1289.
Baron-Cohen, S., & Swettenham, J. (1996). The relationship netween SAM and TOMM: two hypotheses. In p. Carruthers & P. K. Smith (Eds.), Theories of theories of mind (pp. 158-168). Cambridge: Cambridge University Press.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have theory of mind? Cognition, 21, 37-46.
Brune, W. C. (2004). The origins of joint attention: Relations between social knowledge, social responsiveness, and attentional control. Unpublished Dissertation, University of Chicago, Chicago.
Camaioni, L. (1992). Mind knowledge in infancy: the emergence of intentional communication. Early Development and Parenting, 1, 15-22.
Carpendale, J., & Lewis, C. (2006). How children develop social understanding. MA: Blackwell Publishing.
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 255.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15(4), 481–498.
Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language and family background: Individual differences and interrelations. Child Development, 70(4), 853-865.
Ensor, R., & Hughes, C. (2008). Content or connectedness? Mother-child talk and early social understanding. Child Development, 79(1), 201-216.
Flavell, J. H. (2004). Theory-of-mind development: retrospect and prospect. Merrill-Palmer Quarterly Journal of Developmental Psychology, 50(3), 274–290.
Huges, C., & Leekam, S. (2004). What are the links between theory og mind and social relations? Review, reflections and atypical development. Social Development, 13, 590-619.
Király, I., Jovanovic, B., Prinz, W., Aschersleben, G., & Gergely, G. (2003). The early origins of goal attribution in infancy. Consciousness and Cognition, 12, 732-751.
Lalonde, C. E., & Chandler, M. J. (1995). False belief understanding goes to school: On the social-emotional consequences of coming early or late to first theory of mind. Cognition & Emotion, 9, 167-185.
Leslie, A. M., Knobe, J., & Cohen, A. (2006). Acting intentionally and the side-effect effect: Theory of mind and moral judgement. Psychological Science, 17, 421-427.
Mundy, P. Block, J., Delagado, C., Pomares, Y., Van Hecke, A., & Parlade, M. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938-954.
Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autistic children. Development and Psychopathology, 6, 389-401.
Olineck, K. M., & Poulin-Dubois, D. (2007). Imitation of intentional actions and internal state language predict preschool theory of mind skills. European Journal of Developmental Psychology, 4(1), 14–30.
Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory of mind understanding. Child Development, 73(3), 734-751.
Taumoepeau, M., & Ruffman, T. (2008). Stepping stones to others' minds: Maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months. Child development, 79(2), 284-302.
Tomasello, M. (1995). Joint attention and early language. Child Development, 57, 1454-1463.
Van Hecke, A. V., Mundy, P. C., Acra, C. F., Block, J. J., Delgado, C. E. F., Parlade, M., Meyer, J. A., Neal, A. R., & Pomares, Y. B. (2007). Infant Joint Attention, Temperament, and Social Competence in Preschool Children. Child Development, 78(1), 53-69.
Wellman, H. M., & Miller, J. G. (2008). Including Deontic Reasoning as fundamental to Theory of Mind. Human Development, 51, 105-135.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72(3), 655–684.
Wellman, H. M., & Liu, D. (2004). Scaling of Theory-of-Mind Tasks. Child Development, 75(2), 523-541.
Wellman, H. M., Lopez-Duran, S., LaBounty, J., & Hamilton, B. (2008). Infant attention to intentional action predicts preschool theory of mind. Developmental psychology, 44(2), 618-623.
Wellman, H. M., Phillips, A. T., Dunphy-Lelii, S., & LaLonde, N. (2004). Infant social attention predicts preschool social cognition. Developmental science, 7(3), 283-288.
Yirmiya, N., & Shulman, C. (1996). Seriation, conservation, and theory of mind abilities in individuals with autism, individuals with mental retardation, and normally developing children. Child Development, 67(5), 2045-2059.
Youngblade, L. M., & Dunn, J. (1995). Individual differences in children's pretend play with mother and siblings: Links to relationships and understanding of other people's feeling and belief. Child Development, 66, 1472-1492