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How Bilingualism Informs Theory of Mind Development
dc.contributor.authorYu, Chi‐lin
dc.contributor.authorKovelman, Ioulia
dc.contributor.authorWellman, Henry M.
dc.date.accessioned2021-09-08T14:36:52Z
dc.date.available2022-10-08 10:36:51en
dc.date.available2021-09-08T14:36:52Z
dc.date.issued2021-09
dc.identifier.citationYu, Chi‐lin ; Kovelman, Ioulia; Wellman, Henry M. (2021). "How Bilingualism Informs Theory of Mind Development." Child Development Perspectives (3): 154-159.
dc.identifier.issn1750-8592
dc.identifier.issn1750-8606
dc.identifier.urihttps://hdl.handle.net/2027.42/169322
dc.description.abstractThe possibility and nature of bilingual advantage for theory of mind (ToM), that is, young bilingual children outperforming their monolingual peers, have been discussed increasingly since the first research on the topic was published in 2003. Because accumulating evidence demonstrates a ToM advantage for bilingual individuals, in this article, we focus on how this advantage arises. We consider how current theoretical positions, including executive function, metalinguistic awareness, and sociolinguistic awareness accounts, explain such an advantage in young bilingual children. These theoretical accounts receive some, but only partial, support, so further research and theory are needed to understand comprehensively the relationship between bilingualism and ToM.
dc.publisherUniversity of Toronto
dc.publisherWiley Periodicals, Inc.
dc.subject.othertheory of mind
dc.subject.otherbilingualism
dc.titleHow Bilingualism Informs Theory of Mind Development
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelPsychology
dc.subject.hlbtoplevelHealth Sciences
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/169322/1/cdep12412.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/169322/2/cdep12412_am.pdf
dc.identifier.doi10.1111/cdep.12412
dc.identifier.sourceChild Development Perspectives
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dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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