Theory of Mind and Peer Rejection at School
Impacte
Scholar |
Altres documents de l'autoria: Villanueva, Lidón; Clemente Estevan, Rosa Ana; García Bacete, Francisco Juan
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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http://dx.doi.org/10.1111/1467-9507.00125 |
Metadades
Títol
Theory of Mind and Peer Rejection at SchoolData de publicació
2000-08Editor
WILEYISSN
0961-205XCita bibliogràfica
Badenes, L. V., Clemente Estevan, R. A. and García Bacete, F. J. (2000), Theory of Mind and Peer Rejection at School. Social Development, 9: 271–283. doi: 10.1111/1467-9507.00125Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://onlinelibrary.wiley.com/doi/10.1111/1467-9507.00125/abstractVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
Little research into children’s theory of mind has focused on links with social deficits, with exception of research into the rare condition of autism. However, other studies have analysed theory of mind ability in ... [+]
Little research into children’s theory of mind has focused on links with social deficits, with exception of research into the rare condition of autism. However, other studies have analysed theory of mind ability in less severe and less rare social deficits, such as children with conduct disorders or bullying at school. The purpose of this study is to investigate whether and how social experiences within the peer system are linked to understanding of mind, adopting a sociocultural view of theory of mind development. Peer-rejected children, 4–6 years old, lacking positive social experiences with their peers, are compared with popular and average children in theory of mind tasks performance. Results showed that peer-rejected children presented a similar performance to average children in all theory of mind tasks, with the exception of some figurative language tasks (White Lie), and the presence of socio cognitive aggressive biases. It cannot be said from these results that peer rejected children showed a deficit in the ability of mentalizing. However, a kind of theory of ‘nasty minds’ may be present in these rejected children. [-]
Publicat a
Social Development, 9, 3, p. 271–283Drets d'accés
Copyright Blackwell Publishing 2000
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
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- PSI_Articles [589]