ERIC Number: EJ1401974
Record Type: Journal
Publication Date: 2023
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0210-3702
EISSN: EISSN-1578-4126
Available Date: N/A
Is There Continuity from Implicit Recognition of Intentional Action in Infants to Explicit Mindreading in Preschoolers? Systematic Review of Longitudinal Evidence and Theoretical Implications (¿Hay continuidad entre el reconocimiento implícito de la acción intencional en bebés y la lectura de mente explícita en preescolares? Revisión sistemática de la evidencia longitudinal e implicaciones teóricas)
Journal for the Study of Education and Development, v46 n4 p950-982 2023
The idea that implicit and explicit mindreading form a continuum is controversial. This paper presents a systematic review of longitudinal findings on the development of mindreading in children to compare the main theoretical explanations of this capacity (enrichment and conceptual change theories, submentalizing theory and two-system theory). The longitudinal findings on the predictive relationships between implicit and explicit measures of mindreading demonstrate a continuum between children's implicit and explicit capacities to understand others' mental states. Moreover, the findings support the theory of continuous conceptual enrichment and change and provide evidence against submentalist theories. This paper proposes that implicit mindreading is based on the interactive processes of joint attention and shared intentionality that precede explicit mind comprehension. [Translation from English by Mary Black. ]
Descriptors: Cognitive Ability, Intuition, Perception, Attention, Interaction, Preschool Children, Recognition (Psychology), Psychological Patterns
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Publication Type: Journal Articles; Reports - Research; Multilingual/Bilingual Materials
Education Level: N/A
Audience: N/A
Language: EnglishSpanish
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A