title: Communicative interactions, knowledge of a second language, and theory of mind in young children.
abstract: In this study, the authors explored the effect that particular patterns of communicative interactions may have on young children's understanding of representations and the link between knowledge of a 2nd language and theory of mind. The authors tested 140 single language users and 57 dual language users (aged 3-4 years old) on a deceptive task with 3 experimental conditions. In the deceptive-context condition, an experimenter made a reference to the deceptive object. In the older peer condition, an experimenter made a reference to an older child who was actively participating in the experimental manipulations. In the deceptive-interaction condition, the experimenter made reference to his or her own deceptive interventions. The most significant finding was that knowledge of a 2nd language significantly improved young children's understanding of both mental and nonmental representations. Moreover, the results indicated that an experimenter's reference to a deceptive interaction greatly facilitated 3-year-old children's understanding of false belief.
authors.affiliation: Department of Psychology, Richmond, The American International University in London, Surrey, England. bergung@richmond.ac.uk
authors.forename: George
authors.initials: G
authors.lastname: Berguno
authors.forename: Dermot M
authors.initials: DM
authors.lastname: Bowler
mesh_terms: D002675:Child, Preschool; D003071:Cognition; D003142:Communication; D008192:Deception; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007802:Language; D008297:Male; D014705:Verbal Behavior