Relationships between declarative pointing and theory of mind abilities in 3-to 4-year-olds

Hélène Cochet 1 Marianne Jover 2 Cécile Rizzo 2 Jacques Vauclair 2
1 CLLE-LTC - Cognition, Langues, Langage, Ergonomie
2 PsyCLÉ - Centre de Recherche en Psychologie de la Connaissance, du Langage et de l'Émotion
Abstract : The current study explored the relationships between declarative pointing and theory of mind abilities in 30 children between 3 and 4 years of age. Measures used to examine theory of mind (ToM) included a parental questionnaire and the Scaling of Theory of Mind Tasks. Results showed a dissociation between expressive and informative pointing, which have been regarded as two subcategories of the declarative function. ToM abilities were signi cantly related to the production of informative pointing, but not to the production of expressive pointing. This distinction might be explained by special features associated with informative pointing, such as early signs of cooperation abilities. Our results might have key implications for psychologists, as they may help improve evaluation and intervention programs for the development of social skills in preschoolers.
Keywords : informative pointing expressive pointing theory-of-mind abilities Declarative pointing
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Article dans une revue
European Journal of Developmental Psychology, Taylor & Francis (Routledge), 2016, 〈10.1080/17405629.2016.1205975〉
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https://halshs.archives-ouvertes.fr/halshs-01464551
Contributeur : Hélène Cochet <>
Soumis le : mardi 11 juillet 2017 - 15:11:13
Dernière modification le : mercredi 23 mai 2018 - 17:58:09
Document(s) archivé(s) le : jeudi 14 décembre 2017 - 15:14:46

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CLLE | UNIV-TLSE2 | UNIV-AMU | PSYCLE | PSL

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Hélène Cochet, Marianne Jover, Cécile Rizzo, Jacques Vauclair. Relationships between declarative pointing and theory of mind abilities in 3-to 4-year-olds. European Journal of Developmental Psychology, Taylor & Francis (Routledge), 2016, 〈10.1080/17405629.2016.1205975〉. 〈halshs-01464551〉

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