Readership: Cognitive and developmental psychologists and students
Edited by Janet Wilde Astington, Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto, Canada, and Jodie A. Baird, Department of Psychology, Villanova University, USA
"Why language matters for theory of mind offers all the inspiration and a good deal of the background necessary for child language researchers to start contributing to ToM-language debate." - Child Language, Vol 33
1: Janet Wilde Astington & Jodie A. Baird: Introduction: Why Language Matters 2: Katherine Nelson: Language pathways into the community of minds 3: Judy Dunn & Marcia Brophy: Communication, relationships, and individual differences in children's understanding of mind 4: Paul L. Harris: Conversation, pretence and theory of mind 5: Danielle K. O'Neill: Talking about "new" information: the given/new distinction and children's developing theory of mind 6: Derek E. Montgomery: The developmental origins of meaning for mental terms 7: Dare Baldwin & Megan Saylor: Language promotes structural alignment in the acquisition of mentalistic concepts 8: Sophie Jaques & Philip David Zelazo: Language and the development of cognitive flexibility: Implications for theory of mind 9: Janet Wilde: Representational development and false-belief understanding 10: Jill G. de Villiers: Can language acquisition give children a point of view? 11: Josef Perner, Petra Zauner & Manuel Sprung: What does "that" have to do with point of view? Conflicting desires and "want" in German 12: Heidemarie Lohmann, Michael Tommasello & Sonja Meyer: Linguistic communication and social understanding 13: Peter A. de Villiers: The role of language in theory-of-mind development: What deaf children tell us 14: Helen Tager-Flusberg & Robert M. Joseph: How language facilitates the acquisition of false-belief understanding in children with autism 15: Claire Hughes: Genetic and environmental influences on individual differences in language and theory of mind: Common or distinct?
