Explaining the relation between early mind-mindedness and children’s mentalizing abilities: The development of an observational preschool assessment

Fishburn, S.; Meins, E.; Fernyhough, C.; Centifanti, L.C.M.; Larkin, F.

Abstract

The aim of this research was to develop a new observation-based measure for assessing caregivers’ mind-mindedness in the preschool years and investigate whether this measure could explain the link between mothers’ early appropriate mind-related comments and children’s later mentalizing abilities. The new measure was developed using a sample of mothers and 44-month-olds (N=171), characterizing mind-mindedness in terms of (a) solicited child involvement, (b) adaptive communication, and (c) internal state talk. These indices were positively related to established assessments of mind-mindedness at 8, 44, and 61 months. Positive associations were also observed with children’s later mentalizing abilities. The new measure of mind-mindedness did not, however, mediate the relation between mind-mindedness in the first year of life and children’s mentalizing abilities.

Citation

Fishburn, S., Meins, E., Fernyhough, C., Centifanti, L., & Larkin, F. (2022). Explaining the relation between early mind-mindedness and children’s mentalizing abilities: The development of an observational preschool assessment. Developmental Psychology, 58(1), 17-31. https://doi.org/10.1037/dev0001272

• Journal Article Type: Article
• Acceptance Date: Aug 10, 2021
• Publication Date: 2022-01
• Deposit Date: Sep 10, 2021
• Publicly Available Date: Sep 10, 2021
• Journal: Developmental Psychology
• Print ISSN: 0012-1649
• Electronic ISSN: 1939-0599
• Publisher: American Psychological Association
• Peer Reviewed: Peer Reviewed
• Volume: 58
• Issue: 1
• Pages: 17-31
• DOI: https://doi.org/10.1037/dev0001272
• Public URL: https://durham-repository.worktribe.com/output/1234900
• Publisher URL: https://psycnet.apa.org/doi/10.1037/dev0001272