Year: 2022
Type: article
Abstract: Research on children's theory of mind often restricts conceptually meaningful talk about knowledge to instances whereknowreferences a corresponding mental state. This article offers a reappraisal of that view. From a social‐pragmatic perspective, even nonreferential talk is meaningful when appropriately embedded in social routines. A synthesis of corpus data suggests children's early talk about knowledge routinely occurs in question–answer contexts. It is argued that the influence of interrogative contexts is evident in children's over‐attributions of knowledge when someone is only guessing. This influence is taken as evidence for the role of linguistic practices in shaping the concept of knowledge.
Source: Mind & Language
DOI: 10.1111/mila.12437
Author: Derek E. Montgomery
Institution: Bradley University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4291746144