La théorie de l'esprit

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To date, there is compelling evidence to show that theory-of-mind development is influenced by different environmental and cognitive factors.However, despite our understanding of the different individual processes that facilitate theory-of-mind acquisition, what remains relatively unclear is how these processes operate together during development.The goal of the present dissertation is to examine mediation (examines the relationship between two different factors and address the question of "why" or "how" one variable predicts or causes an outcome variable) and moderation (examines "when" or "for whom" a variable most strongly predicts or causes an outcome variable) processes that can help explain why and under what conditions environmental and cognitive factors are important for theory-of-mind development.The investigation began by examining the influence of environmental factors on theoryof-mind development.Mediation analyses were used to examine "why" environmental factors such as family (i.e., family risk) and socio-linguistic factors (i.e., parental cognitive talk), may be important for theory-of-mind development.Preliminary results demonstrated possible mediated effects of both family risk and parental cognitive talk on theory of mind.That is, family risk may delay children's theory-of-mind development by impeding the rate of language acquisition, whereas parental cognitive talk may facilitate more advanced theory-of-mind understanding by encouraging more parent-child reciprocity during conversations.12.1.4Implication of Results: Reconceptualizing the Development of Theory of Mind with the Bioecological Model ....................

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Daffe, V., & Nader‐Grosbois, N. (2011). La théorie de l'esprit. https://doi.org/10.3917/dbu.nader.2011.01.0301