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2005
Herold, K.
The Relationship Between Language, Social
Interaction, and Theory of Mind
The purpose of this study was to determine which
was
more important for theory of mind development:
Language abilities or positive social
interaction.
Participants were 31 children, ages 3- to
5-years-old
(M = 3.84, SD = .58) from the San Francisco Bay
Area.
Data indicated that language was more important
to
theory of mind than social interaction, but that
the
only language variable with a social component
(mean
length utterance) was the most important.
Therefore,
the more a child was expressively communicating
with
others, the more likely that child was to
succeed on
the measure of theory of mind. Future research
should
further examine language used within a social
setting
to better understand the connections between
language
and theory of mind.
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