The Role of Language in the Relationship between Emotion Comprehension and Theory of Mind in Preschool Children.

Abstract

For several decades, there has been an interest in understanding how Emotion Comprehension (EC) and Theory of Mind (ToM) are related during the preschool years. In addition, the links between language and ToM (Astington & Baird, 2005; Schick, de Villiers, de Villiers, & Hoffmeister, 2007) and language and EC (Cutting & Dunn, 1999; Hughes, White, & Ensor, 2014; Pons, Lawson, Harris, & de Rosnay, 2003) have been studied. Numerous studies have highlighted the important role played of language in ToM (Astington & Jenkins, 1999). For some authors, the specific properties of language are necessary for the development of ToM, and not only those related to age and neurological maturity (de Villiers & Pyers, 2002; Jackson, 2001; Remmel, Bettger, & Weinberg et al., 2001; Schick et al., 2007). Moreover, in recent years, evidence has been obtained about the relation between language and EC. Children with high scores in linguistic abilities show better EC (Cutting & Dunn, 1999; Pons et al., 2003; Ruffman, Slade, Rowlandson, Rumsey, & Garnham, 2003). Various studies show an important relation between EC and early conversations between adults and children. Thus, the frequency, style, and content of the discourse between parents and children, including emotional references and explanations, are positively related to EC in children (Beck, Kumschick, Eid, & Klann-Delius, 2012).