Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/39805
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dc.contributor.authorHo, SiRong.-
dc.date.accessioned2010-06-04T05:52:23Z-
dc.date.available2010-06-04T05:52:23Z-
dc.date.copyright2010en_US
dc.date.issued2010-
dc.identifier.urihttp://hdl.handle.net/10356/39805-
dc.description.abstractThe present study investigates theory of mind (ToM) development in bilingual children. Fifteen 3-year-old and seventeen 5-year-old Singaporean bilingual children were recruited from a local childcare centre. Participants’ conversations with peers were observed and transcribed for references to mental states. Specifically, the hypotheses were (a) the use of mental-states utterances, and (b) reference to mental states of self and others would increase from 3 to 5 years old. Results revealed that 5-year-olds use mental-states utterances more frequently than 3-yearolds. There was also an increase in reference to children’s own mental states from 3 to 5 years old, suggesting a deeper mental-states understanding. Findings were discussed in relation to children’s ToM development as a universal phenomenon.en_US
dc.format.extent30 p.en_US
dc.language.isoenen_US
dc.rightsNanyang Technological University-
dc.subjectDRNTU::Social sciences::Psychologyen_US
dc.titleDo you know what I'm thinking about? Examining children's mental states understanding in conversations with peers.en_US
dc.typeFinal Year Project (FYP)en_US
dc.contributor.supervisorQu Lien_US
dc.contributor.schoolSchool of Humanities and Social Sciencesen_US
dc.description.degreeBachelor of Artsen_US
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item.grantfulltextrestricted-
Appears in Collections:HSS Student Reports (FYP/IA/PA/PI)
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