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How Does Children’s Theory of Mind Become Explicit? A Review of Longitudinal Findings
Author(s) -
Sodian Beate,
KristenAntonow Susanne,
Kloo Daniela
Publication year - 2020
Publication title -
child development perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3
H-Index - 71
eISSN - 1750-8606
pISSN - 1750-8592
DOI - 10.1111/cdep.12381
Subject(s) - psychology , theory of mind , cognitive psychology , longitudinal study , child development , cognitive science , developmental psychology , cognition , statistics , mathematics , neuroscience
How does theory of mind become explicit? In this article, we provide a brief overview of theoretical accounts and then review longitudinal findings on the development of theory of mind from infancy to the preschool years. Long‐term predictive relations among conceptually related measures of implicit and explicit theory‐of‐mind reasoning support a conceptual continuity view of the transition from an implicit to an explicit understanding of the mind. We discuss alternative, minimalist accounts of infant psychological reasoning (e.g., two‐systems models, submentalizing theory) and their implications for the development of theory of mind in light of the evidence. Longitudinal findings further support a developmental enrichment view of joint attention as a foundation of theory of mind and early social interaction as a powerful mechanism in the development of this ability. Finally, we highlight the importance of longitudinal data for our understanding of conceptual development from infancy to the preschool years.