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dc.contributor.authorIlgaz, Hande
dc.contributor.authorAllen, Jedediah W. P.
dc.date.accessioned2021-03-10T10:48:45Z
dc.date.available2021-03-10T10:48:45Z
dc.date.issued2020
dc.identifier.issn0039-7857
dc.identifier.urihttp://hdl.handle.net/11693/75914
dc.description.abstractThere is a large body of empirical work that has investigated the relationship between parents’ child-directed speech and their children’s Theory of Mind development. That such a relationship should exist is well motivated from both Theory Theory and Socio-Cultural (SC) perspectives. Despite this general convergence, we argue that theoretical differences between the two perspectives suggests nuanced differences in the expected outcomes of the empirical work. Further, the different ontological commitments of the two approaches have (mis)guided the design, coding, and analysis of existing research and imply different future directions. We discuss five areas of extant research that can be extended and diversified most coherently by adopting a SC framework.en_US
dc.language.isoEnglishen_US
dc.source.titleSyntheseen_US
dc.relation.isversionofhttps://dx.doi.org/10.1007/s11229-020-02581-8en_US
dc.subjectTheory of minden_US
dc.subjectFolk psychologyen_US
dc.subjectSocio-cultural theoryen_US
dc.subjectTheory theoryen_US
dc.subjectMental state talen_US
dc.title(Co-)Constructing a theory of mind: from language or through language?en_US
dc.typeArticleen_US
dc.departmentDepartment of Psychologyen_US
dc.identifier.doi10.1007/s11229-020-02581-8en_US
dc.publisherSpringeren_US
dc.contributor.bilkentauthorIlgaz, Hande
dc.contributor.bilkentauthorAllen, Jedediah W. P.


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