Journal Article10.1017/S0140525X04590039
Constructing an understanding of mind with Peers
TL;DR: The authors argue that peer interaction stretches the limits of early social understanding, thereby providing both unique challenges and unique opportunities for constructing an understanding of others' minds, and discuss the development of social understanding within early peer relationships.
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Abstract: Carpendale & Lewis (C&L) stress the importance of social interaction for social understanding, but focus on the adult-child relationship. In the present commentary, we discuss the development of social understanding within early peer relationships. We argue that peer interaction stretches the limits of early social understanding, thereby providing both unique challenges and unique opportunities for constructing an understanding of others' minds.
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Citations
Understanding and sharing intentions: The origins of cultural cognition
TL;DR: It is argued and present evidence that great apes understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality), and children's skills of shared intentionality develop gradually during the first 14 months of life.
Longitudinal effects of theory of mind on later peer relations: the role of prosocial behavior.
TL;DR: Following children across the transition to primary school supported the authors' mediational hypothesis of indirect paths from early theory of mind to subsequently lower peer rejection and higher peer acceptance, via improvements in prosocial behavior.
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Peer relations and the understanding of faux pas: longitudinal evidence for bidirectional associations.
TL;DR: The results support a bidirectional model suggesting that peer rejection may impair the acquisition of faux pas understanding, and also that, among older children, difficulties in understanding faux pas predict increased peer rejection.
202
Social Anxiety Symptoms in Young Children: Investigating the Interplay of Theory of Mind and Expressions of Shyness
TL;DR: Children who displayed both positive and negative expressions of shyness were more socially anxious than children who displayed shyness only in a positive way, highlighting the importance of ToM development and socio-emotional strategies, and their interaction, on the early development of social anxiety.
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