Child internal state word usage was coded for type (i.e., positive emotion, negative emotion, cognition, intention, and compulsion), as well as referent (i.e., self, human other, or animal other). All narratives have been transcribed and verified at the utterance level using a standardized system. Thus, the current study sought to investigate patterns in preschool children’s internal state word usage in regards to their representation of the self and other, with a particular focus on variations across age, gender, and narrative context.Īs part of a larger study, 103 children, recruited from 12 preschool classrooms in New York City, completed a series of three narrative tasks: sharing a personal narrative, “reading” a wordless picture book, and spontaneously producing a narrative using story stems from the MacArthur Story Stem Battery (Emde, Wolfe, & Oppenheim, 2003). Results of contemporary research on the role of gender in internal state language use is also mixed, as only some studies have found gender differences in the types and/or number of internal state words used by preschoolers (Zaman & Fivush, 2013). Thus, little is known about how children display their burgeoning perspective-taking abilities in their independent storytelling, without caregiver support. To date, however, very few studies have looked at preschool-aged children’s use of internal state language as they independently narrate across a variety of narrative contexts. In this way, they exhibit early evidence of perspective-taking, a crucial skill in the development of early social relationships. As children begin to integrate internal state words into their storytelling, they demonstrate the ability to reflect on not only their own internal states, but also the internal states of others (Pascual et al., 2008). Young children (i.e., 2 year olds) begin using internal state words that reference emotions, intentions, and compulsions cognition words are first used shortly before they enter the preschool classroom (Ferres, 2003). The integration of internal state words into children’s vocabularies is gradual. Through early conversations with caregivers, young children learn to attribute internal states to themselves and others (Recchia & Howe, 2008). The Development of Internal State Language: The Role of Age, Gender and Context.The Combined Influence of Parenting and Early Puberty on Disruptive Behavior Problems in African American Girls.System Justification and Mental Health Outcomes in Juvenile Justice-Involved Youth.Peer Mentorship and the Well-being of Women with Breast Cancer.Measurement of Shame among Juvenile Justice-Involved Girls.Latino Parenting Practices and Preschoolers’ Self-Regulation Skills.Exploring Parental Self-Efficacy and Preschoolers’ School Readiness.Effects of Mentoring on Students’ Academic Success.Chinese Adolescents’ Self-Esteem and Mental Health Outcomes: The Role of Permissive Parenting.Coping During and After the Holocaust: A Case Study of Ludwig Charatan.Gang Involvement as a Means to Satisfy Basic Needs.The Effects of Sexual Objectification on Women’s Mental Health.Psychological Well-being of Refugees Throughout the Relocation Process.Teachers’ Support of Preschoolers’ Emergent Literacy through Play.The Impact of Zero Tolerance Policies on the Relation Between Educational Attainment and Crime.Narrative Expression of the Emotional Experience of Breast Cancer Survivors. Positive Emotions and Academic Achievement.
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